
Class 

Book 

GopyrightN^ 



COPYRIGHT DEPOSm 



Copyright, ig/2, by R. E. Beall 






American History 
and Institutions 



Complate in Four Courses (Five Parts to Each 

Course): Presented in 160 Topics, 

Each Complete in Itself. 



PREPARED BY 
Francis Newton Thorpe, Ph. D., LL. D. 

Professor of American Constitutional History, 
University of Pennsylvaaia, I&83-1898; now 
Professor of Political Science and Constitutional 
Law, University of Pittsburgh. 

ADVISORY INSTRUCTORS 
Edwin Piatt Tanner, Ph.D. 

Associate Professor of History, Syracuse Uni- 
versity. 

Clarence A. Dykstra, A. B. 

Associate Professor of American History and 
Political Science, University of Kansas. 

George Petrie, Ph.D. 

Professor of History, Alabama Polytechnic 
Institute. 

Clarence Walworth Alvord, Ph. D. 

Associate Professor of History, University of 
Illinois. 

IN COLLABORATION WITH 

Peter Joseph Hamilton, A. M., LL. D. 

Historian. 

Frederick W. Hodge 

Ethnologist -in - Charse, Bureau of Ameiican 
E^thnology, Smithsonian Institution. 



ROBERT EDGAR BEALL, 

Managing Elditor. 

Courses conducted under the direction of 
THE HOME UNIVERSITY LEAGUE 



Issued hj 

THE HOME UNIVERSITY LEAGUE. Inc.. 

Philadelphia, Pa. 



Course 1 



Under the special supervision of DR. TANNER 



Reference and 
Instruction Guide 



THEME 

THE FOUNDATIONS OF THE AMER- 
ICAN NATION 
Period: A. D. 458-1783. 



PART I 
INTRODUCTORY ANNOUNCEMENT 
GENERAL INSTRUCTIONS 

SUBJECT: The Discovery and Explora- 
tion of North America. 



PART II 
SUBJECT: The Colonization of the 
South. 

PART III 

SUBJECT: The Colonization of the 

Middle States and Maryland. 



PART IV 
SUBJECT: The Colonization of New 
England. 

PART V 
SUBJECT: The American Revolution. 
REVIEW of the Course. 

SUBJECTS Suggested for Special Oc- 
casions. 

BIBLIOGRAPHY— SPECIAL 

INDEX 



-^/^ 



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K 



THE HOME UNIVERSITY LEAGUE READING 
SYSTEM 

A New Opportunity 

The Home University League Reading System opens a new 
field of educational opportunity. The method is original and 
entirely new, but it is placed before the public only after several 
years of experimental work has been done in order to perfect the 
plan in all its details and prepare the way for effectively inaugu- 
rating the system as a new educational movement. Heretofore 
there have been no courses maintained on university standards 
available to home readers; but now, for the first time, the op- 
portunity is open to anyone to obtain the full benefits of univer- 
sity training in the useful branches of cultural knowledge by 
means of interesting and attractive readings pursued at home as a 
recreation during leisure hours. The instruction and teaching 
features of the system are complete in every detail, but all study 
tasks and other earmarks of school work are eliminated. 

3 



Serving the Home 

Instead of being limited in their usefulness to one individual 
in the family, or to a single object, as in the college class, the 
Home University League courses are designed to serve the home, 
as a whole, in the fullest possible measure. The requirements 
of all the family are met by providing for the particular or differ- 
ent needs and tastes of each individual. The courses serve one 
member of tihe family by answering such questions as may come 
up, or by giving just the information wanted on a subject, just 
when it is wanted, and by direct, immediate guidance, saving en- 
tirely the usual groping in the dark and the annoyance of a long 
search. They place before others in the family an evening's 
reading on useful and interesting subjects whenever they may be 
looking for a worthy means of occupying the time. The read- 
ings may be taken up by another systematically, to the com- 
pletion of a course and graduation in it. The courses afford each 
and all the members of the family the privilege of being in con- 
stant touch with eminent teachers, providing the same explana- 
tion and other aid toward acquiring a full understanding of the 
subject in hand that they would receive were the instructor at 
their side. 



Time-saving Features 

The reading of an entertaining book yields the same educa- 
tional results under the Ho^me University League system as are 
ordinarily obtained in its subject at college or a university; 
whereas, in the usual "straight ahead" and desultory way of 
reading but little is ever learned and retained, the subject itself 
being by no means acquired. It is the common experience of the 

4 



average reader that he consumes many hours in getting what may 
be learned in one hour under expert guidance and instruction. 
Indeed, most men reaHze that after reading a great deal for years 
even, they have not become proficient in a single subject, al- 
thoug'h this is the very result most sought for and most eagerly 
desired by those who aim to be well informied. To the busy man, 
and everyone who values time, this system appeals with special 
force ; for it means that much more may be accomplished in the 
same time, or the same results gained in much less time than by 
reading in the usual way. The system is, furthermore, the great- 
est incentive to making good use of spare time. The influence 
of the system is to draw readers away from profitless reading 
habits and develop instead a taste for reading along the most 
useful lines. 



Practical Results 

In developing the Home University League courses to meet 
the various requirements of the home, special care has been taken 
to make them very practical, as well as thorough, but popular in 
character. The method is very simple. The reader is directed 
clearly, step by step, the instruction details proceeding with the 
perusal of the readings in such manner as to enable him to fully 
acquire the subject at hand without disturbing his interest in the 
readings or imposing any task or inconvenience whatever upon 
him. As against the merely superficial information, soon forgot- 
ten, vi^hich usually results from one's general reading, with the 
completion of each of these courses the reader gains as thorough 
knowledge and training in the subject given as if studied under a 
teacher at college or a university. 

5 



The Unit Plan 

The courses are built on a system of units. Each unit em- 
braces a complete topic and provides for an evening's reading, or 
an equivalent amount of time. Generally forty units or topics are 
given to a course, each topic presenting a collection of minor 
subjects in their proper order and relation, and which may be 
read more or less as separate magazine articles of special merit, 
for instance. 

Building a Home Library 

The readings for each course are based on the works of the 
foremost writers and authorities on the subjects coming within 
the scope of the course, the books selected for the readings in- 
variably being those of greatest desirability and usefulness in 
their line for the home library. As readers complete one course 
after another under the Home University League system, they 
are all the while accumulating a splendidly planned home library 
of the best books obtainable, and on a nx)st economiical basis; 
though of even greater significance is the fact that while the 
books are being gathered the reader learns their vital substance 
and ^masters the subjects with which they deal. 



SPECIAL FEATURES 

The Home University League courses offer advantages in a 
number of special features which have not been available hereto- 
fore to either the individual or the home. 

1st. For Occasional Reading. Those who have only a leis- 
ure hour or evening at command now and then, but who desire 
to employ their time occasionally in restful but profitable read- 
ing, may, nevertheless, without undertaking to read systemati- 
cally, or to complete any general subject, or a course, make the 
material supplied with the courses serve them to advantage. 
Used simply as a companion or reading guide this will yield 
many benefits not to be obtained in general reading. The 
method of treating a topic creates a great interest in the readings 
selected, and tends to thoroughly absorb the thought and atten- 
tion of the reader. The topic being the unit of instruction in 
these courses, with each topic complete in itself, readers are free 
to select such topics as most attract them at the time, or when- 
ever it is desired to spend an hour or an evening in reading. 
The busy professional or business man may therefore devote his 
leisure to the courses whenever he is so inclined, and while he 
reads for recreation or as a diversion, digest a chosen topic and 
thoroughly acquire its subject-matter. In pursuing the topics of 
a course in this manner the reader progresses according to the 
time devoted to the readings, realizing the full benefits of higher 
education in each subject or course completed, whether or not 
the topics are pursued systematically in their set order. 

7 



2nd. An Aid to the Student in School. The courses are in- 
valuable to school children as young as ten years, or even 
younger. The advantage of being in constant touch with the in- 
struction and methods of eminent teachers enables them to be- 
come the leaders of their classes in the branches given in these 
courses. With the guidance of the courses they can easier and 
better prepare their lessons; 'besides, the courses w^ill increase 
their interest in their studies and develop self-reliance. Parents 
also, in the practical working material which accompanies the 
courses, have at hand the best instruction helps obtainable — a 
superb equipment for assisting their children with their studies. 

3rd. A Complete Equipment. Since the reading selections 
for the Home University League courses are always chosen from 
the works of foremost authors and deal with subjects funda- 
mental in character, regardless of their use in the courses, they 
constitute the best books of information obtainable for the per- 
manent use of all the members of the family. With their addi- 
tional use in the courses they render double service and thereby 
become douibly valuable to the home. With a view to assisting 
its members in procuring the necessary equipment conveniently, 
and at a minimum cost, in connection with its scholarship privi- 
leges, all other material required in pursuing the courses, includ- 
ing the ibooks, is supplied by the Home University League. 

4th. A Thorough Cultural Education to be Obtained by the 
Use of Spare Hours Only. The Home University League plan 
provides especially for the great body of earnest and purposeful 
people who are interested in their own intellectual improvement ; 
who, whether college graduates or not, seek to be well infoiTned 
and to become properly qualified in the useful branches of 
learning. Readers who pursue these courses systematically, us- 



ing only their spare time, may, upon completing- American His- 
tory (the first courses given), continue in the same manner with 
other branches. The Home University League contemplates in- 
stituting a complete mental-culture curriculum, to be given in a 
series of courses embracing Literature, History, Economics, Art, 
Popular Science, Sociology, Psychology and Philosophy; these 
being the branches in which are embraced the subjects of most 
importance and interest to those who desire to improve the mind 
and to acquire a broad education. Preparations are now being 
made to institute the courses next to follow, and the other 
branches will be taken up in their proper order, each branch as 
soon as the courses for the preceding branch have been gotten 
under way. The courses will be wholly cultural and not designed 
to serve mere commercial ends. They will be prepared and di- 
rected in every case by eminent university instructors, will be 
thorough in all particulars, and will be maintained on university 
standards throughout. The curriculum as projected is equivalent 
in extent to a full four-years scholastic term, and readers who 
complete all the courses will realize practical educational results 
of no less value, merit or degree than the usual college course. 
As merited, a Certificate of Graduation is awarded in each branch 
as completed. The privilege of competing for medals of honor 
is also to be extended. 

5th, Reference Uses. The various features of the courses — 
the suggestions, guidance, instruction, correspondence privileges, 
and the special information given throughout the courses — these 
not only take the place of the presence of the teacher, but they 
also supply answers to questions almost constantly arising among 
intellectual people — questions which generally cannot be an- 
swered for lack of sources of information to consult. The ma- 
terial furnished in the Home University League courses is put 

9 



up in permanent form so as to be available for reference pur- 
poses at any time. It also serves to supply such instruction, 
information and answers to questions as the reader would re- 
ceive were the instructor actually at hand. On all subjects 
coming within the scope of the courses the directing is so full 
and explicit that it serves the very best reference uses. The 
courses also provide the most thorough and practical help 
obtainable for making special investigation, or for gathering 
and preparing material for addresses, essays or other papers 
which may be required for public affairs, literary meetings and 
kindred occasions. 



10 



THE COURSES IN AMERICAN HISTORY 

AND 

INSTITUTIONS 

No other branch of learning interests young and old alike as 
does American History ; for, aside from its patriotic appeal, 
heroic, thrilling and romantic episodes occur at every step. And 
because of its influence in raising the standard of citizenship, no 
other branch of cultural knowledge is of like importance. For 
these reasons it has been deemed needful and appropriate to 
offer American History first in the Home University League 
courses. The history of the development of American Institu- 
tions is also included — an extraordinary feature, which gives 
these courses unusual fulness and a practical, up-to-date treat- 
ment of special interest and value. 

The American History courses have been prepared expressly 
and exclusively for the Home University League by Dr. Francis 
N. Thorpe, who has admiraibly adapted and fitted his own course 
of instruction in American History into the League plan. In 
all features the readers have the full benefit of Dr. Thorpe's 
high qualifications and ripe experience, both as a teacher and as 
the author of standard historical works. 

The Advisory Instructors and their collaborating associates 
constitute a corps of eminent teachers and specialists who render 
a service of great significance and value in these courses. In- 
stead of but one instructor, this feature gives the memibers of the 
Home University League the unique privilege ol pursuing the 
courses under the supervision of a splendid body of able men, 
each of whom it a recognized authority or specialist in the field 
of American History. They all give the League their advice 
upon matters arising from time to time pertaining to the courses. 
Each has given his personal attention to every detail or item pre- 
sented in the courses; so that wherever one has seen the oppor- 
tunity to improve any matter or give it in a better way than an- 
other, it has been done. Thus, at every point the reader has the 

II 



benefit of the best aid or suggestion presented. Each Advisory 
Instructor has assumed the special supervision of one of the 
courses — the particular course upon the principal subject of 
which he is an authority. The collaborating associates serve as 
expert authorities on special phases of the courses. The advisory 
corps is complete as a body, through w^hich every feature of the 
treatment given in these courses in American History and Insti- 
tutions is placed under appropriate special supervision. 

A distinct department of the Home University League is de- 
voted to the correspondence feature of the courses in American 
History and Institutions. The examination and correction of 
papers and answers submitted by readers preparing for gradu- 
ation is also conducted in connection with this department. The 
department is conducted under the immediate direction of the 
Home University League. Its every requirement is adequately 
provided for, the correspondence with readers and other work 
(connected with the department ibeing under able management. 
All details of the work of the department will at all times be in 
thoroughly competent hands. 

Four courses are given to American History and Institu- 
tions. The courses are of equal length, each calling for approxi- 
matelv the same amount of time. Each course is made (as far as 
conditions permit) equivalent to the requirements of a student in 
college for one term (half-year) in one branch of the four or five 
studies usually taken up in each term. 

Each of the four courses treats five main subjects, which 
correspond with five of the twenty histories embraced in a valu- 
able collection of special histories recently published and bear- 
ing the general title of The History of North America. From 
these histories the selected readings are chosen. Each of these 
histories is complete in itself, and, with few exceptions, its sub- 
ject is treated in the courses in eight topics. Since one topic 
ordinarily occupies the reader for an evening, or a like amount 
of time made up of shorter intervals, those who give as much 
time as two evenings a week to the reading's will complete one of 
the histories and master its subject in four weeks, and in twenty 
weeks, or a term of four and one-half months, will complete a 
course. 

Although it is generally more or less desirable to pursue the 
courses in the order in which the topics are numibered, it is not 
necessary to do so, as each topic is complete, can be prepared in 
an evening's reading, and counts as a unit toward graduation. 
However, rather than to take up the topics altogether indiscrimi- 

12 



nately, it is a better plan to select one of the histories and pre- 
pare all the topics upon its subject in order. By this means an 
entire volume is read through connectedly in the preparation of 
the topics in covers. 

These four courses cover the period from the pre-'ColumbiaB 
discoveries down to the present time, including the 'history of the 
culture and migration of the Indians extending back for fourteen 
centuries prior to the landing of Columbus in the New World. 
The courses embrace, not the history of the United States alone, 
but the whole of North America and the recently acquired island 
possessions. Throughout the courses emphasis is given to the 
commercial, industrial, economic, intellectual, political, social and 
religious phases of the development of the nation. They thereby 
vividly reflect the life of the people and the conditions existing 
in all sections of the country at every period of its history. 

These courses give the reader a full grasp of the remarkable 
history of our country as its progress is traced from small and 
feeble beginnings to the commanding position of a leading world 
power. As the earlier history blends into the development of 
American Institutions the reader becomes thoroughly acquainted 
with the growth and present status of all the great interests af- 
fecting the life of the people and the nation. A practical and 
comprehensive knowledge of the whole great subject, such as 
comparatively few ipossess, will be gained by those who pursue 
the courses to completion. 

Our readers are commended to an earnest consideration of 
the vital importance of these most interesting courses, with the 
hope that each may realize the full measure of the benefits they 
offer. 

THE HOME UNIVERSITY LEAGUE. 

(Incorporated) 



13 



THE INSTRUCTION STAFF 

IN 

AMERICAN HISTORY AND INSTITUTIONS 

FRANCIS NEWTON THORPE, Ph.D., LL.D. 

Fellow, and Professor of American Constitutional History, Uni- 
versity OF Pennsylvania, 1885-1898; now Professor of Political Sci- 
ence AND Constitutional Law, Univf:rsity of Pittsburgh; member of 
THE American Historical Associ'ation, etc. 

Author of: A (State) Constitutional History of the American Peo- 
ple, 1776-1850; The Constitutional History of the United States; A (so- 
cial and political) History of the American People; The Civil War; The 
National Viezu; A School History of the United States; The Gov- 
ernment of the People of the United States; A Course in Ciznl Gov- 
ernment; Benjamin Franklin and the University of Pennsylvania; The 
Government of the State of Pennsylvania; The Spoils of the Empire: 
editor of The Federal and State Constitutions, Colonial Charters, and 
other organic laws of the United States, etc., etc. 

EDWIN PLATT TANNER, Ph.D. 

Fellow in American History, Columbia University, 1889-1901; in- 
structor in History, Adelphi College, 1903-1907; now Associate Pro- 
fessor of History, Syracuse University; member of the American 
Historical Association, the Long Island Historical Society, etc. 
Author of : The Province of New Jersey, etc., etc. 

CLARENCE WALWORTH ALVORD, Ph.D. 

Associate Professor of History, University of Illinois; General 
Editor of the Illinois Historical Collections; member of the Ameri- 
can Historical Association, etc. 

Editor and author of: Cahokia Records, 1778-1790 (Virginia Series, I; 
Illinois Historical Collections, II) ; Kaskaskia Records (Virginia Series, 
II; Illinois Historical Collections, V) ; (with Lee Bidgood) The Explora- 
tion of the Trans-Alleghany Region by the Virginians, 1650-1671, and of 
numerous essays in scientific journals. 

CLARENCE A. DYKSTRA, A.B. 

Instructor in History, Pensacola (Fla.) Classical School, 1904- 
1906; Fellow in History, University of Chicago, 1906-1908; Instruc- 
tor IN American History and Political Science, Ohio State Univer- 
sity, 1908-1909; now Associate Professor of American History and 
Political Science, University of Kansas; member of the American 
Political Science Association, etc. 

Contributor to: The American Cyclopaedia of American Government ; 
The National Municipal Review, etc. 

IS 



GEORGE PETRIE, M.A., Ph.D. 

Professor of History, and Dean, Alabama Polytechnic Institute; 

MEMBER OF THE AMERICAN HISTORICAL ASSOCIATION, AND OF THE AlABAmIa 

Historical Society, etc. 

Author of : Church and State in Early Maryland (in Johns Hopkins 
Studies); The Principle of Secession Historically Traced, and Alabama 
from 1819 to 1865 (in The South in the Building of the Nation) ; IV. L. 
Yancey (in Library of Southern Literature) ; Montgomery (in Historic 
Towns of the Southern States) ; IV. F. Samford (in Transactions of the 
Alabama Historical Society), etc. Editor of the 1st, 2nd, 3d, and 4th 
series of Studies in Alabama and Southern History, issued by the Alabama 
Polytechnic Institute. 

FREDERICK WEBB HODGE. 

Ethnologist in Charge of the Bureau of American Ethnology, 
Smithsonian Institution ; editor-in-chief of The American Anthropolo- 
gist; president of the Anthropological Society of Washington; 
member of the American Historical Association; Texas Historical 
Association; the American Antiquarian Society, etc. 

Author of: The March of Coronado; The First Discovered City of 
Cibola; Pueblo Indian Clans; Prehistoric Irrigation in Arizona; The En- 
chanted Mesa; The Early Navaho and Apache; Santa Fe, The City of the 
Holy Faith; etc. Editor of: Handbook of American Indians; The Narra- 
tions of Castaneda and Cabeza de Vaca; The North American Indians; 
Indian Tribes, etc., etc. 

PETER JOSEPH HAMILTON, A.M., LL.D. 

Member of the American Historical Association, Alabama His- 
torical Society, Mississippi Historical Society, Virginia Historical 
Society; trustee Alabama Department of Archives, etc. 

Author of: Rambles in Historic Lands; Colonial Mobile, a Study of 
Southzvestern History; The Colonisation of the South; The Reconstruction 
Era; Municipal Code of Mobile, etc., etc. Assistant compiler of: The 
Code of Alabama, 1886; Brickell's Digest of Decisions of Alabama Su- 
preme Court; Hannis Taylor's International Law (War). 

DEPARTMENT OF CORRESPONDENCE AND EXAMINATIONS. 
Conducted under the direction of The Home University League. 



i6 



THE DEVELOPMENT AND PLAN OF CONDUCTING 

THE COURSES IN AMERICAN HISTORY AND 

INSTITUTIONS. 

The General Preparation of the Courses Dr. Thorpe 

The Syllabi Reference Citations Dr. Tanner 

The Advisory Council for the Courses in General: 

Dr. Tanner, Dr. Alvord, Dr. Petrie, Prof, Dykstra, 
Mr. Hamilton and Mr. Hodge. 

The Instruction Systemi (including correspondence features, 
examination and correction of papers and answers, and gradu- 
ation), conducted under the direction of the Home University 
League. 



COURSE I 

THE FOUNDATIONS OF THE AMERICAN NATION. 

PERIOD : From the earliest discoveries in the Western Hemisphere to the 
close of the Revolutionary War (A. D. 458-1783). 

Under the special supervision of Dr. Tanner. 

Given in 40 topics based on the following special histories : 

The Discovery and Exploration of North America, by 
Alfred Brittain. 

The Colonisation of the South, by Peter Joseph Hamil- 
ton. 

The Colonisation of the Middle States and Maryland, by 
Frederick Robertson Jones, Ph.D. 

The Colonisation of New England, by Bartlett Bur- 
leigh James, Ph.D. 

The American Revolution, by Charles Wm. Augustus 
Veditz, Ph.D., LL.B. 

17 



COURSE 2 

THE INDIANS, OUR NEIGHBOR-NATIONS AND ISLAND POSSESSIONS 
(^Independent subjects belonging to American history which are 
essentially connected with the history of the United States.) 

a. The North American Indians. 

PERIOD : From the earliest tracings of the aborigines to the present 
time (about A. D. 100-1904). 

b. Mexico and Central America. 

PERIOD : From the Toltec Dominion to the present time (A. D. 500- 
1908). 

c. Canada and British America. 

PERIOD: From Cabot's discovery of Newfomidland (Labrador?) to the 
present time (A. D. 1497-1906). 

d. Our Island Possessions. 

PERIOD : From the settlement of Hawaii to the present time (A. D. 
600-1908). 

Under the special supervision of Dr. Alvord, 
in collaboration with Mr, Hodge. 

Given in 39 topics based on the following special histories : 

Prehistoric North America, by W J McGee, LL.D. 

The Indians of North America in Historic Times, by Cy- 
rus Thomas, Ph.D. 

Mexico and Central America, by Alcee Fortier, Litt.D., 
and John Rose Ficklen, B.Let. 

Canada and British North America, h\ W. Bennett 
Munro, LL.B., Ph.D. 

The Island Possessions of the United States, by Albert 
Edward McKinley, Ph.D. 

COURSE 3 

AMERICAN institutions: THEIR HISTORY AND DEVELOPMENT. 

PERIOD: From the formation of the Union to the present (1776-1908). 

Under the special supervision of Prof. Dykstra. 

Given in 41 topics based on the following special histories: 
The Fo>rmation and Development of the Constitution, by 

Thomas Francis Moran, Ph.D. 
The Louisiana Purchase mid the Westward Movement, by 

Curtis M. Geer, Ph.D. 
The Pacific Slope and Alaska, by Joseph Schafer, M.L. 
The Rise of the Nezv South, by Ph. Alex. Bruce, Ph. D. 
The Development of the North Since the Civil War, by 

Joseph Morgan Rogers, A.M. 

18 



COURSE 4 

THE DIVISION AND REUNION OF THE AMERICAN NATION. 

PERIOD : From the early years of National Hie to the close of the 
Reconstruction period (1809-1877). 

Under the special supervision of Dr. Petrie, 
in collaboration with Mr. Hamilton. 

Given in 40 topics based on the following Special Histories : 
The Growth of the American Nation from 1809-1837, by 

Richard T. Stevenson, Ph.D. 
The Growth of the American Nation from 1837- 1860, by 

Enoch Walter Sikes, Ph.D. 
The Civil War From a Southern Standpoint : — A military 

history, by William Robertson Garrett, Ph.D., and 

Robert Ambrose Halley. 
The Civil War: The National View: — a civil history, by 

Francis Newton Thorpe, Ph.D. 
The Reconstruction Era, by Peter Joseph Hamilton. 



19 



GENERAL INSTRUCTIONS 



I. THE TOPIC SUBJECTS, or SYLLABUS. 

The syllabus divides the topic into appropriate parts. It also 
indicates the scope of the topic and the subjects presented in it. 
Each subject in the syllabus is adequately treated in the selected 
reading for the topic, and is a matter upon which the reader who 
desires to master the essential history of America should be in- 
formed. Before proceeding- with the selected reading a mental 
survey of the scope of the topic should be made by thoughtfully 
examining the syllabus. Note, always, the dates or periods of the 
topics. 

The subjects cited in the syllabi for the one hundred and 
sixty topics presented in the four courses embrace every matter 
of vital importance connected with the history of the American 
nation and its institutions. The syllabi provide a vast number of 
apt titles to inviting subjects for addresses, discussions, essays or 
other papers. The marginal numbers in the syllabi are de- 
signed to assist readers in gathering material and in preparing 
for requirements of this kind. They direct the reader in the 
special investigation of any desired subject, citing for each sub- 
ject separately the most desirable authorities to consult, either 
independent of or in comparison with the selected reading for 
the topic. 

The works cited in the Contemporary References under the 
headings special and supplemental generally indicate by their 
titles to which subjects of the topic they apply, as well as any 
special purpose they may serve in connection with the readings. 
The annotations appended to these works will further guide the 
reader in making use of them in the courses. 

21 



II. THE SELECTED READING. 

The selected readings are all chosen from the special his- 
tories which make up The History of North America, and in- 
clude (for the four courses) the whole of each of the twenty vol- 
umes. This great work, but lately completed, constitutes a prac- 
tical working library of American History. It is the production 
of twenty associated historians, each an authority and specialist 
particularly fitted by training and interest to present his subject 
or portion of the work. Each of the twenty volumes is a special 
and separate history, complete in itself; while the whole work 
presents a harmonious compilation. As a single production it is 
exceptionally wide in scope and full in treatment, being, in fact, 
the only complete history of North America published. As a col- 
lection of histories this work is admirably adapted to the require- 
ments of the courses ; as in this single collection are given all the 
subjects or topics taken up in standard courses of instruction in 
American History. 

In the selected readings the chapters of a volume are not al- 
ways taken in their order. They are selected with a view to com- 
passing the topic in the most advisalble manner. The entire 
selected reading for the topic should always be perused with 
special care. 

III. THE COLLATERAL HISTORY. 

After finishing the selected reading for the topic the collat- 
eral history citations should next be taken up. Read in detail 
such portions of the chapters as relate to the selected reading. 

The collateral history is very valuable for purposes of com- 
parison. It brings into view the conditions existing and the 
events transpiring at the samie period in different parts of the 
land, and also shows the various sides of partisan and sectional 
issues. The collateral history citations can be examined most 
conveniently, as they are all chosen from' the volumes of The His- 
tory of North America, a greater or less number of its histories 
being brought into use upon each topic according to the require- 
ments. 

IV. THE SUGGESTIONS and INSTRUCTION. 

The suggestions call attention to the most important aspects 
or phases of the topic, and indicate the points necessary to be con- 
sidered in properly getting the essential facts. In connection with 
the suggestions is given the principal instruction upon the topic. 

22 



The suggestions and instruction should be observed with special 
care. The suggestions or points of instruction are numbered to 
correspond as nearly as may be with a continuous reading of the 
text, and they can therefore generally be followed in order as the 
text is read. 

Consider each subject thoughtfully and get its full signifi- 
cance and meaning. In this connection form the habit of freely 
consulting the chronological tables and the index. Do not hurry 
through the topic. Do not be impatient. Be content to learn one 
thing at a time, knowing that one thing really learned means much 
more than a number of things indifferently or only partially under- 
stood. It is not how much, but how thoughtfully one reads that 
yields the best product of reading — "a full mind." 

The illustrations as referred to should be examined closely. 
They are uniformly instructive, are largely reproductions from 
rare originals of great historic value, and are of very unusual 
interest. 



V. THE QUESTIONS. 

The questions on each topic cover the essentials. They are 
direct and clear, not difficult or "catch" questions, but questions 
intended to indicate whether or not the reader has gained a full 
grasp or understanding of the topic. The questions are all 
based on the selected reading and are answerable there. Readers 
should consider each question and make such answer as in their 
opinion is best. Answers should not be copied from the book. 
Thev should be compact, though not so brief as to prevent a clear 
explanation. 

The questions may be used simply for self-examination by 
readers who do not care to write their answers ; but when a 
question is being considered, if its answer is not understood the 
portion of the text to which the question relates should be read 
again and examined until an intelligent and satisfactory answer 
is clearly in mind. 

Those who desire to obtain the League's Certificate of Gradu- 
ation in American History and Institutions will write their 
answers for examination. Each answer must be given its proper 
topic and question number. Write on one side of the sheet only. 
The answers can appropriately be written on sheets of the same 
size as these pages. They should be separated to correspond with 
the twenty Parts into which the four courses are divided. The 
answers may then be placed with their corresponding Part and 

23 



in this way be kept permanently with the courses for reference, 
or as a matter of future interest. 

The answering of the questions is a splendid training. It 
leads readers to think for themselves and to base tlieir conclu- 
sions on vital facts and correct principles. The preparation of 
the answers induces thoughtful reading, without which good re- 
sults cannot be achieved. It encourages thoroughness, tests the 
reader at each point, and cultivates a proper reading habit. The 
formulating of the answers clarifies one's ideas, and the writing of 
them implants the facts permanently in the mind. 



VI. THE CONTEMPORARY REFERENCES, or 
BIBLIOGRAPHY. 

The books listed in each topic under the head of Contempo- 
rary References are not essential in pursuing the courses ; but 
they are of very great importance in the investigation of the sub- 
jects dealt with in the topic. The \vorks cited are all of high 
value, and comprise, collectively, the most important writings on 
their subjects. 

The contemporary references cited are abundant, far greater, 
in fact, than are consulted by, or accessible even, to college stu- 
dents. It is not supposed that readers will consult all of them, 
but that they will choose, instead, according to circumstances and 
individual inclination, from among those which are accessible. In 
the regular preparation of the topics the consulting on each 
subject of two or three of the references cited in the syllabi mar- 
gins will usually be ample. This feature should not be made bur- 
densome, nor be used beyond the extent to which it will stimulate 
or enhance the reader's interest in pursuing the courses. 

Each topic is more or less closely related to other topics. It 
frequently occurs that books are helpful for use in other topics 
tlian those in which they are cited. The indexes to the courses 
sthould be consulted whenever fuller selections or references are 
desired than appear in the topic. 

Such use of the contemporary references as may be conveni- 
ent is recommended. It is very helpful to make comparisons 
among the authorities cited. Comparisons show the various points 
of view held by the writers and bring contradictions and corrobo- 
rations to notice. They disclose the incidents peculiar to each 
historian, as well as the emphasis placed by each upon different 
episodes. 

24 



CLASSIFICATION 

The Contemporary References are classified' for the conveni- 
ence of the reader under general united states histories, 
SPECIAL histories and supplemental references. The g-eneral 
and special histories are numbered in the order in which they 
are first cited in the topics. The numhering facilitates reference 
from the syllabi. The letters designate the General Histories — 
works which give the history of the United States in a continu- 
ous narrative for the period they cover. The figures designate bi- 
og"raphies and such histories as are limited to particular subjects, 
localities or special phases of history. The works classified as 
Special should be found in any fully equipped public library. The 
references classified as Supplemental are usually not in general 
circulation. They consist mainly of primary sources, original 
documents and other books stored in archives, historical libraries, 
etc. — works which are limited in their application to the courses. 
Many of the supplemental references give the most valuable in- 
formation extant on the subjects they present, and such of these 
as are accessible to the reader may be examined with the great- 
est profit. 



SPECIAL BIBLIOGRAPHY 

As a whole, the contemporary references given in the four 
courses constitute a hibliography which will meet all ordinary 
requirements of research or special investigation. As arranged, 
it is a thoroughly practical and most convenient means of refer- 
ence to many original sources of information, as w-ell as to the 
great books which have been written on subjects within the realm 
of American History. 

At the end of each of the four courses there is an index to 
the contemjDorary references showing the topics in which each 
work is cited. Immediately prececHng each index there is a 
Special Bibliography of much imjx)rtance to the reader as a ref- 
erence work. It constitutes a ready giiide to the best w^orks on 
all general matters pertaining to the reading and study of Ameri- 
can History. It also contains lists of the best poems, historical 
novels, etc., incident to American History These lists are very 
useful to the reader in pointing out the best and most interesting 
literature bearing on particular episodes, either for individual 
reading or for use as recitations and the like at meetings of 
literary clubs, public gatherings or other special occasions. 

25 



NOTES 

In all cases where it is deemed desirable, notes are appended 
to the contemporary references. The notes either immediately 
follow the title, or are given as footnotes at the end of the 
topic. These notes give a hrief description of the character, 
scope, use, or importance of the works cited. The annotations 
are mainly given in the first topic in which the work described is 
cited; but further explanation is made in other topics in cases 
where it is required to show the special bearing of a work on 
the topic. Since the contemporary references are numbered in 
the order of their insertion in the topics, readers can conveniently 
turn to the first mention of any work, which can also be found 
at once bv consulting the indexes to the courses. 



yil. INDIVIDUAL CHOICE IN THE READINGS. 

The manner in which the bibliography is arranged in the 
topics enables readers having access to the books listed in the 
contemporary references to pursue the courses by using these 
volumes, if desired, instead of, or as a substitute for the special 
histories which comprise The History of North America. Under 
the classification "General United States Histories" there is cited 
in each topic a practically complete list of all the authoritative or 
standard general histories in popular use which adequately treat 
the topic as a whole; or which give any of the principal subjects 
embraced in the topic with special fulness. In choosing any of 
these general histories for the selected reading, if the chapter or 
chapters cited do not treat all the subjects listed in the syllabus, 
the reader should either turn to another of the general histories or 
to such of the special histories cited in the topic as may be required 
to cover the subject-matter of the topic. 

While this arrangement provides for the selecting of the 
readings according to the inclination of the individual, it must 
be borne in mind that none of the general histories covers all the 
topics given in the courses, and also that often general histories 
are cited in topics which they do not adequately treat, being given 
as a special reference to some particular subject or part of the 
topic. In pursuing the courses to completion, a num'ber of the 
special histories cited among the contemporary references will 
therefore have to be used in connection with any of the general 
histories which the reader may choose for the selected readings. 

In each topic the works classified as special provide ample 
collateral historv to supplement anv of the general histories from 

26' 



which the text for the selected reading may be chosen. These 
special histories include the principal books in use by the colleges 
and universities of the South, as well as of the North or the West. 
Thus, in pursuing The Home University League Courses, the 
reader can readily select for comparison, or for the main read- 
ing, works representative of his particular section, or such as 
conform to his sentiments. This is a privilege not afforded in 
college courses, these being the only courses in American History 
which provide impartially for both sides of partisan issues, and 
which give full consideration to the preferences of the different 
sections of the country. 

Vni. USING THE MAPS. 

Readers should refer again and again to the maps with 
which the volumes of The History of North America are supplied. 
This is a collection or system of rare contemporary maps devised 
especially for the use of the members of the Home University 
League in pursuing these courses. This system is to be had 
complete only in the Special Edition of The History of North 
America, wihich is issued by the publishers expressly and exclu- 
sively for the Home University League. These maps of different 
parts or sections of the country, which were made and in use at 
various periods, from the time of Columbus to recent times, show 
the stages of advance in the occupancy and development of North 
America by the White Man. These maps are of essential value 
to the reader. They reveal at once to the eye much that cannot 
be clearly expressed in words. The contemporary map is -in keep- 
ing with the history of its time. In the study of the earlier peri- 
ods the modem map is misleading and should not be used except 
for purposes of comparison. Readers may make copies of such 
other maps as come within reach, when they so desire. Blank out- 
line maps, such as McKinley's and Heath's, may easily be obtained, 
the details to be filled in. The ] ublic libraries usually contain such 
accessible collections now published as Hart's Epoch maps, Scrib- 
ner's Statistical Atlas, and MacCoun's Geography of the United 
States (not wholly free fro^m errors). 

IX. NOTE TAKING. 

Some system of taking notes is desirable. Any system familiar 
to the reader may be used. At the close of a period or episode, 
as, for instance, the career of Columbus, a summary may be made 
from the notes taken, identifying men and events with definite 



regions, and citing the authorities read. If desired, these notes 
or suimimaries (also any maps prepared by the reader) can foe 
fitted into the courses in the same manner as has been suggested 
for the answers to the questions. 

X. CORRESPONDENCE. 

As one of the scholarship features, the members of the Home 
University League have the full privilege of correspondence on 
all matters pertaining to the American History courses. Any 
relevant question arising, or other matters calling for attention, 
will be carefully considered and dealt with in the usual manner 
of instruction by correspondence. Return postage must be sent 
with all questions or correspondence requiring an answer, and 
also for the return of answers and papers sent in for examination, 

XI. THE EXAMINATION and FINAL PAPER. 

Readers will complete all five subjects or "Parts" of a course 
before sending in their answers, which will then be examined. On 
the completion of each course the reader will prepare a final 
paper or essay of not less than twelve hundred words, and send it 
for examination with the answers. All will be returned after 
examination, with proper merit credits. Any subject pertinent to 
the course may be chosen for the essay; or, if desired, a selection 
may be made from the list of "Subjects Suggested for Special 
Occasions" which accompanies the last Part in each course. 
Answers will be received at any time before the reader's scholar- 
ship privileges expire. Instead of sending in the answers for each 
course separately, they may be held, if preferred, until the four 
courses are completed, when all can be sent in at one time. 

XII. GRADUATION. 

On the satisfactory completion of the four courses a Certifi- 
cate of Graduation in American History and Institutions is 
awarded to readers. The graduation certificate is a trophy worth 
striving for most diligently. Its value is enhanced by having en- 
tered in it the merit credits won by the reader. The certificate 
is suitable for framing, as it is a handsomely engraved instrument 
on parchment paper and bears the seal and colors of the League. 

Address all communications to 

THE HOME UNIVERSITY LEAGUE, Inc., 

Philadelphia, Pa. 
28 



Copyright, jgts, by R. E. Beall 






American History 
and Institutions 



Complete in Four Courses (Five Parb to Each 

Course); Presented in 160 Topics, 

Each Complete in Itself. 



PREPARED BY 
Francis Newton Thorpe, Ph. D., LL. D. 

Professor of American Constitutional History, 
University of Pennsylvania, 1885-1898; now 
Professor of Political Science and Constitutional 
Law, University of Pittsburgh. 

ADVISORY INSTRUCTORS 
Edwin Piatt Tanner, Ph.D. 

Associate Professor of History, Syracuse Uni- 
versity. 

Clarence A. Dykstra, A. B. 

Associate Professor of American History and 
Political Science, University of Kansas, 

George Petrie, Ph. D. 

Professor of History, Alabama Polytechnic 
Institute. 

Clarence Walworth Alvord, Ph. D. 

Associate Professor of History, University of 
Illinois. 

IN COLLABORATION WITH 

Peter Joseph Hamilton, A. M., LL. D. 

Historian, 

Frederick W. Hodge 

Ethnologist -in -Charge, Bureau of American 
Ethnology, Smithsonian Institution. 



ROBERT EDGAR BEALL. 

^____^^ Managing Elditor. 

Courses conducted under the direction of 
THE HOME UNIVERSITY LEAGUE 



Issued by 

THE HOME UNIVERSITY LEAGUE. I«c., 

Philadelphia, Pa. 



Corresponding to Volume I of 

The History of North America. 



Course 1 



Part I 



Under the special supervision of DR. TANNER 



Reference and 
Instruction Guide 



SUBJECT 

THE DISCOVERY AND EXPLORA- 
TION OF NORTH AMERICA 

Period: A. D. 458-1850. 

TOPICS 
No. I. European Background of Amer- 
ican History. 

2. Columbus and his First Voyage. 

3. The Later Voyages of Columbus. 

4. Amerigo Vespucci and Later 

Spanish Exploration in Flor- 
ida and the Gulf Region. 

5. John Cabot and Later English 

Exploration. 

6. Verrazzano and Later French 

Exploration. 

7. (a) Dutch Exploration. 

(£.) The Search for the North- 
west Passage. 



COURSE 1 

THE FOUNDATIONS OF THE AMERICAN NATION 

Foreword 

In giving to this theme an entire course of readings under 
the Home University League system, the reader is reminded 
that while the course is one of four divisions of the whole great 
subject of American History and Institutions, it is, nevertheless, 
significantly complete of itself. The course fully covers a definite 
epoch of American History, and surveys the entire period from 
the discovery of the New World to the establishment of the 
American Nation — almost three centuries of time. 

The course ends where the history of the United States as a 
nation begins. It presents, indeed, not the history of one nation, 
but rather the history of the activities, conflicts and achievements 
of several nations — the leading "powers" of Europe — their ef- 
forts to extend their borders into the New World. This is the 
first conspicuous phase of the course. It occupies half the period, 
though it is of far less concern than the colonial era, which next 
comes into view and extends over a like period of time. 

As English colonization in North America became established, 
three European nations claimed the continent, each a definite zone 
— Spain, the southern ; France, the northern ; England, the mid- 
dle ground. The English settlements in the middle zone grew and 
prospered. They became thirteen strong and vigorous colonies, 
and when the colonial period drew toward its close they had de- 
veloped distinctly American tendencies. They then also found 
that they had many interests in common, and that they were 
prepared to unite in resisting objectionable measures imposed upon 
them by the mother country. 

The second principal phase of this course consequently pre- 
sents the history of these thirteen colonies, each at first completely 
separated in its interests, but finally drawn toward a common inter- 
est — independence. The last phase — a decade of unrest, ending 
in organized resistance, and another decade of united struggle for 
independence, with independence achieved — eflFects the final 
welding of the former thirteen dependencies into one nation — The 
American Union. 



In dealing with the subject of the discovery and exploration 
of North America, the translation of the Icelandic sagas, or stories 
of the Norsemen's discoveries, which are given in the Selected 
Reading, is of special interest, as is also the translation of the 
journal of Columbus' voyage and discovery of the New World. 
The adventures of all the great discoverers and explorers are 
brought out interestingly and with fulness. 

The subject of Colonization is divided into three parts, cor- 
responding to the three sections or belts in which the colonies 
were established — the Southern, Middle and New England sec- 
tions — each section representing a group of colonies. 

The progress and development of colonization, as well as of 
exploration, are made clear by the introduction of many contem- 
porary maps. These maps, which are mainly reproductions of 
rare originals, were in use in the various sections of the country 
at different periods in the progress of exploration and coloniza- 
tion. 

In the treatment of the Revolution special attention is given 
to the industrial, commercial and other conditions which prevailed 
during the period. The social relations of the Whigs, the Tories, 
and the British, for instance, are described. By this manner of 
presenting the welding of the many colonies into a single nation, 
all sides of the life of the people and the effect of the movement 
are shown, instead of limiting this episode of far reaching results, 
as is too often done, mainly to the issues of the battle-field. 

In pursuing this important course the reader will thoroughly 
acquire the history of the whole period from the pre-Columbian 
discoveries, including the conditions in Europe immediately prior 
to the discovery of the New World, down to the close of the 
Revolutionary War, when the life of the people as American 
citizens begins. 

E. P. T. 



4 



TOPIC 1 

EUROPEAN BACKGROUND OF AMERICAN HISTORY 

I. SUBJECTS— Syllabus : 

A. D. 458-1169 
*A, B, c a The theories of the ancients respecting the 

shape, size and place of the earth. 

A, 4 b The geography of Strabo ; pre-Columbian 

maps (mappe monde, or world-maps). 

B, E c The reputed discovery of the Pacific Coast by 

Buddhist priests in the fifth century. 
A^ B^ E, 2 d The earliest known voyages to the West. 

A, F, I, 2, 5 e The voyages of the Northmen. 

1 204- 1 490 

B, D / The early commerce of the peoples living 

along the shores of the Mediterranean, no- 
tably the Greeks and Romans. 

T>, 6 g Marco Polo's travels. 

B, D, 3 h Prince Henry the Navigator. 

B, c, D i India and China as the incentive to European 

exploration westward. 

B, D y The results of the invention of the compass. 

II. SELECTED READING: 

**Brittain_, Discovery and Exploration (I), Chs. I, II. 

III. COLLATERAL HISTORY: 

**FoRTiER, Cent. Amer. and Mcx. (IX), Mex., Ch. I. 
McGee, Prehistoric N. Amcr. (XIX), Ch. II. 
McKiNLEY, Island Possessions of the U. S. (XX), Ch. VI. 

* These marginal numbers refer to the correspondingly num- 
bered Contemporary References for the topic. They cite the 
works principally recommended to be consulted on each of the dif- 
ferent subjects treated in the topic. Their use is fully explained 
in the General Instructions given in the preceding pages. 



** The Roman numerals in parentheses in the Selected 
Reading and Collateral History citations refer to the number 
each volume bears in The History of North America. 

5 



IV. SUGGESTIONS— Instruction : 

1st. Carefully read the Introduction and Prefaces to the 
book. 

2nd. Familiarize >x)urself with the ancient ideas of the geog- 
raphy of the world, with Greek knowledge and theo- 
ries, and with the theories of the Middle Ages. 

3rd. Weigh the authenticity and value of the pre-Columbian 
discoveries and the Icelandic Sagas. (See illustration: 
Inscription on Dighton Rock.) 

4th. Get clearly in mind the lines of trade and commerce be- 
tween Asia and Europe, the Mediterranean lines of 
trade, the significance of the Turkish invasion, and 
the importance of the Hansa towois, and of Venice and 
Genoa. 

5tih. Note the natural incentives to adventure from Europe 
eastward and westward. The immediate pre-Colum- 
bian time was preparatory and conducive to Euro- 
pean exploration westward. (See portrait of Prince 
Henry the Navigator.) 

6th. Consider the importance of the invention of the com- 
pass. 

7th. Draw, if you like, a map of the known world prior to 
1492. Consult the Ptolemy map. 

V. QUESTIONS: 

1. Explain the theories of the shape, size and land surface of 

the globe prevailing prior to Columbus. 

2. What claim have the Northmen as discoverers of Amer- 

ica? 

3. Of what importance were Marco Polo's travels? 

4. How did the Turkish invasion of Europe hasten world- 

exploration ? 

5. What causes brought Italy to the front as a parent of 

sailors ? 

VI. CONTEMPORARY REFERENCES— Bibliography : * 

GENERAL UNITED STATES HISTORIES 

A. WiNSOR, Vol. I, Introduction; Chs. I, II. (See Note.) 

B. FiSKE, The Discovery of America, Chs. II-IV. (See 

Note.) 
c. Channing, Vol. I, Ch. I. (See Note.) 

* See General Instructions for a full description and ex- 
planation of the use of the Bibliography. 

6 



General Histories — Continued. 

D. The American Nation, Vols. I, Chs. I-VI; III, Ch. I. 

( See Note ^ 

E. Avery, Vol. I, Chs. Ill- VI. (See Note.) 

F. "Contemporaries," Vol. I, Ch. III. (See Note.) 

SPECIAL histories 

1. DeCosta, Pre-Columbian Discovery of America by North- 

men. 

2. Fischer, Discozrcries of the Northmen. 

3. Major, Prince Henry the Navigator. 

4. Winsor, Columbus. Contains a notable collection of an- 

cient world-maps. A work of great value. 

5. Original Narratives: The Northmen, Columbus and 

Cabot. (See Note.) 

6. Cordier, ed., (or Yule). The Book of Ser Marco Polo. 

There is an inexpensive reprint in the Everyman Library. 

supplemental references 

Beazeley, Prince Henry the Navigator. (Heroes of the 
Nations.) 

Beazeley, Dawn of Modern Geography. The mosi im- 
portant work of its kind. Has the principal maps of the 
period. 

Reeves, Finding of Wineland the Good. 

Storm, Studies on the Vinland Voyages. 

Anderson, America Not Discovered by Columbus. 

DeRoo, History of America Before Columbus, Vol. II. 

Old South Leaflets: No. 30, Strabo's Introduction to 
Geography ; No. 31, Voyages to Vinland. (See Note.) 

American History Leaflets: No. 3, Extracts From the 
Sagas. (See Note.) 

The Cambridge Modern History. 

Bryant and Gay, Vol. I, Chs. III-V, (See Note.) 

notes — critical and explanatory 
A. Winsor, Narrative and Critical History of America, 
985-1850. This most valuable and scholarly work con- 
tains a practically exhaustive bibliography from many 
writers for the whole period of American History down 
to 1850. The reader who desires to investigate at great 
length should utilize to the full the vast learning em- 
bodied in this history. It is cited in nearly all the topics 
of Course I. 



Notes — Continued. 
B. FiSKE. The following histories by John Fiske cover the 
period dealt with in Course I and are cited appropriately 
in the topics as a general history of the period (985- 
1783) : 

Discovery of America. 

Old Virginia and Her Neighbors. 

The Dutch and Quaker Colonies. 

The Beginnings of New England. 

New France and New England. 

The American Revolution. 

The Critical Period of American History. 
c. Channing, a History of the United States, 1000-1760. 
(2 vols.) A foremost work of modern scholarship, 
The author is continuing his narrative, which is pro- 
jected to 8 vols. Cited in the topics on Discovery and 
Colonization. 

D. The American Nation, 1300-1907. This is an authori- 

tative work, which presents American History as a con- 
tinuous narrative divided into twenty-six periods, each 
period being the subject of a volume. This work is by 
associated scholars and edited by Albert Bushnell Hart. 
It is confined almost wholly to the present territorial 
limits of the United States. This history is cited, with 
two exceptions, in all the topics of Course I. 

E. Avery, History of the United States. From the prehis- 

toric era to the present time. To be completed in 15 
vols., 8 vols, issued thus far. This recent publication is 
sumptuously illustrated. The text is very readable and 
generally adequate. The portion pertaining to the pre- 
historic period is not authoritative. The work is^ cited 
throughout Course I. 

F. Hart, American History Told by Contem^porarics, 985- 

1900. This valuable work is not a continuous narrative 
history, but is made up of selections of extracts from 
original sources. It is cited as a general history 
throughout Course I. 
5. Original Narratives of Early American History. A 
very valuable series, in which are republished a large 
number of the most important narratives in American 
History from the discovery to the close of the seven- 
teenth century. Issued under the auspices of the Amer- 
ican Historical Association, J. F. Jameson, general edi- 



Notes — Co ntinued. 

tor. The series of 17 vols, includes the following sub- 
jects : 

The Northmen, Columbus mid Cabot. 

Spanish Explorers in the Sotithern United States. 

English and French Voyages. 

Champlain's Voyages. 

Early Virginia. 

Bradford's History of Plymouth Plantation. 

Winthrop's History of Nezv England. (2 vols.) 

Johnson's W onder-W orking Province of Sion's 
Saviour in New England. 

Witchcraft Persecution. 

Nezv Netherland. 

Early Maryland. 

Early Carolina. 

Early Pennsylvania. 

Explorers of the Mississippi Valley. 

The Insurrection of 1688. 

The Indian and French Wars. 
Old South Leaflets, edited by E. D. Mead. A reprint of 
important papers and documents. About 200 numbers 
issued thus far. 
American History Leaflets, edited by Hart and Channing. 

A reprint of important documents ; 36 numbers issued. 
Bryant and Gay (Scribner's) . A Popidar History of the 
United States, 1492-1894. This is not a work of scholar- 
ly value. It is not well proportioned, but is readable 
and popular. It is cited in nearly all the topics of 
Course I. 

Whenever the General Histories cited in the syllabi margins 
are not accessible, the reader may consult other general histories, 
which, like Bryant and Gay's, are mostly of a popular character. 
There are several works of this sort more or less extensively in 
circulation. None of them, however, will serve the purposes of 
these courses, except to a limited degree. 



TOPIC 2 

COLUMBUS AND HIS FIRST VOYAGE 

I. SUBJECTS— Syllabus : 

1435-1492 

A, 8, 9, 10 a The early life of Columbus. 

B, 4, 7, 10 b Columbus' efforts to interest Portugal and 

Spain in his proposed voyage to the West. 

B, E, 8, 9 c The equipment and departure of Columbus' 

fleet. 

B, 5, 8, 9 d The first voyage across the Atlantic. 

D, 8, 9 e The first land discovered in the New World 

and its inhabitants, 
1492- I 493 

c, D, E, 4, 9 / Columbus' early experiences in the Indies (so- 
called). 

8, 9 g The first European settlement in the New 

World. 

B, 8, 9 h Columbus' perilous return voyage. 

B, E, 8 i The triumphant arrival of Columbus in 

Europe. 

A, F, 9 j Columbus' announcement of his discovery of 

the "Indies." 

II. SELECTED READING : 

Brittain, Discovery and Exploration (I), Chs. Ill- VI. 

III. COLLATERAL HISTORY : 

Thomas, The Indians in Historic Times (II), Ch. I. 

lY. SUGGESTIONS— Instruction : 

1st. Brittain gives the early life and first voyage of Columbus 
witli fulness. 

2nd. It is necessary to get the contemporary ideas of Geog- 
raphy 1492). Examine the Ptolemy map closely. 

3rd. The main thing is to get clearly in mind the causes of 
the Columbian voyages. 

4th. Get the immediate history and effect of the first voyage. 
Consult the map of track of Cokmibus' first voyage, 
Vol. I; also map of 1599, Vol. Ill, and map of Island 
Possessions, Vol. XX.* 

* In the Suggestions, throughout, The History of North 
America is referred to by the volume numbers, 

10 



V. QUESTIONS: 

1. Explain how the surroundings of Columbus, his education 

and employment in early life prepared him for his great 
undertaking. 

2. What world-forces co-operated with his individual aim 

and activities? 

3. Describe his first voyage. 

4. What were Columbus' impressions of the new land and 

its inhabitants? 
VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNsoR, Vol. II, Ch. I; also see Introduction. 

B. FiSKE, Discovery of America, Ch. V. 
c. Channing, Vol. I, Ch. I. 

D. Amer. Nation, Vol, III, Chs. II, III. Bourne, the author 

of this volume, and Fiske (b) differ in their estimates of 
Coltmibus. 

E. Avery, Vol. I, Chs. VII, VIII. 

F. "Contemporaries," Vol. I, Ch. III. 

SPECIAL 

4. WiNSOR, Columbus. An examination of the maps in this 

work, also in Winsor's America (a) and Fiske's Dis- 
covery (b) will be helpful. It is well worth while to 
study the maps critically. 

5. Original Narratives: The Northmen, Columbus and Cabot. 

7. Prescott, Ferdinand and Isabella. Depicts the Spanish 

court at the time of Colimibus. 

8. Irving, Life and Voyages of Columbus. In various edi- 

tions. Has stood the test of time as literature, but 
should be read in connection with the distinctly critical 
works of Winsor (4) and Markham (10). 

9. Thacher, Columbus. The most exhaustive work on the 

subject in English. 
10, Markham, Columbus. Like Winsor's work, a critical 
study. Best brief account. 

supplemental 
Columbus, Ferdinand, Life of Columbus. Englisih trans- 
lation in Churchill's or Pinkerton's Voyages. 
Vignaud, Toscanelli and Columbus. Presents a novel 

point of view. 
American History Leaflets: No. i, Lett.r of Columbus to 

Louis de Sant Angel. 
Old South Leaflets: No. 2C), The Discovery of America. 
Bryant and Gay, Vol. I, Ch. V. 
II 



TOPIC 3 

THE LATER VOYAGES OF COLUMBUS 

L SUBJECTS— Syllabus: 

1493-1496 

D, 4, 10 a Columtms' Royal reception in Spain. 

B, D, E b The immediate consequences of Columbus' 

epoch-making voyage. 

E, 4, 5, 8, 9 c The second voyage of Columbus. 

1 498- 1 502 

A, E, 5, 8, 9 d Columbus' third voyage. 

B, F, 5, 8, 10 e The fourth voyage of Columbus; explora- 

tions in Central America. 
H, 4, II / The geographical results of the Columbian 

voyages, 

1 502- 1 506 
B, D, 4 g The West Indies as seen by Coliunbus. 

B, D h The effect of the Columbian voyages on 

Europe. 
E, G, 4, 9, 10 i The last years of Columbus ; his death. 

II. SELECTED READING: 

Brittain, Discovery and Exploration (I), Ch. VIL 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. I. 
FoRTiER, Cent. Amer. and Mex. (IX), Ch. I; Mex., Ch. II. 
McKiNLEY, Island Possessions (XX), Ch. IV. 

IV. SUGGESTIONS— Instruction : 

1st. In the Selected Reading the authors give an excellent 
account of the immediate effect of the Columbian voy- 
ages. 

2nd. Consult illustrations: Fac-similes of Columbus' "First 
Letter;" Papal Bull of Alexander VI. See also Co- 
lumbus and Vasco da Gama portraits. 

12 



3rd. Note the condition of the native tribes of America at 
the coming of Europeans as narrated at length in 
Thomas, The Indians in Historic Times. (See Collat- 
eral History citations.) 

4th. Examine the following maps in connection with the 
reading for this topic ; Columbus' track, Gore map 
and earliest map of the New World, Vol. I; map of 
Island Possessions, Vol. XX. 

V. QUESTIONS: 

1. Describe second and third voyages of Columbus. 

2. Describe the fourth voyage. 

3. Was Columbus the cause of his own misfortune? Ex- 

plain. 

4. What were the great results that followed the Columibian 

voyages ? 

VI. CONTEMPORARY REFERENCES— Bibliograpliy : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. II, Ch. I. 

B. FisKE, Discovery of America, Ch. VI. 

D. Amer. Nation, Vol. Ill, Chs. Ill, IV, VI. Describes at 

length the effect of the Columbian voyages on Spain. 
With Fiske (b) and Channing (c) this author 
(Bourne) may be profitably consulted for the effect 
of the Columbian voyages on the thought of Europe. 

E. Avery, Vol. I, Chs. IX, X, XII, XIV. 

F. "Contemporaries," Vol. I, Ch. III. 

G. HiLDRETH, The History of the United States, Ch. I. (See 

Note.) 
H. Bancroft, A History of the United States, Vol. I, Ch. I. 
(See Note.) 

SPECIAL 

4. Winsor, Columbus. Is the most complete in showing the 

geographical results of Columbus' voyages. 

5. Original Narratives; The Northmen, Columbus and Cabot. 

8. Irving, Life and Voyages of Columbus. 

9. Thacher, Columbus. 

10. Markham, Columbus. 

11. Helps, Spanish Conquest of America. A graphic descrip- 

tion, but should be compared constantly with Fiske 

(B). 

13 



SUPPLEMENTAL 

Major, Select Letters of Columbus. Source material. 
Columbus, Ferdinand, Life of Columbus. 
Bryant and Gay, Vol. I, Ch. VI. 

Ford, ed., Writings Descriptive of the Discovery and Oc- 
cupation of the New World. 
Wilson, A History of the American People. (See Note.) 

notes 

Bancroft (h) and Hildreth (g) have been accepted 
authorities, the one for seventy, the other for fifty years. 
They are the most famed, and, on the whole, the oldest g-eneral 
histories of our country. Although both are valuable to the stu- 
dent, the indications are that each is retiring- to the list of "little or 
no longer read" histories, giving place to the works of modern 
scholarship. 

Wilson, Woodrow, A History of the American People. The 
style of this work is charming. It is in the nature of a sugges- 
tive essay, and of little use for purposes of reference and com^ 
parison. The publishers have unnecessarily extended it into five 
volumes. It is chiefly valuable for the period following the Revo- 
lutionary War. This work may be used for the later period of 
American History (in snme of the topics of these courses) as a 
substitute for the general histories cited in the syllabi margins, in 
case the works cited are not accessible. 



14 



TOPIC 4 



AMERIGO VESPUCCI AND LATER SPANISH EX- 
PLORATION IN FLORIDA AND THE GULF 
REGION 

I. SUBJECTS— Syllabus : 

1497-1507 

A, B, D a The career of Vespucci. 

B, c, E, H b The claims of Vespucci to the original discov- 

ery of America. 

B, c, E, F c Naming the New World "America ;" contem- 

porary opinion of Vespucci. 
1513-1521 

D, E, II, 13 d The work of de Leon, Cordova and Grijalva. 

A, B, D, 14 e The expedition of Cortes. 

D, E, II, 14 / Cortes' Conquest of Mexico. 

1519-1538 

A, D, 5, II, 12 g The exploration of the interior (called Flori- 
da). 

A, G, 5, II, 12 h De Soto's expedition. 

A, c, D, E i Magelhaes (Magellan). 

II. SELECTED READING: 

Brittain, Discovery and Exploration (I), Chs. VIII, X, 
XI. 



in. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II) Chs. II, X. 
Hamilton, Colonisation of the South (III), Ch. I. 
FoRTiER, Cent. Amer. and Mex. (IX), Chs. II-V ; M^;tr., Chs. 
II, IV. 

IS 



IV. SUGGESTIONS— Instruction: 

1st. Get a clear idea of the geographical extent of Spanish 
exploration in the New World. This is indicated in 
and will be made clear by carefully consulting the 
Collateral History for the topic. Examine and com- 
ipare the following maps: Gore map, earliest map of 
the New World and plan of Mexico City, Vol. I ; map 
of 1599, Vol. Ill; map of Mexico, Vol. IX; Railroad 
map, Vol. XVII. 

2nd. Consult the index freely for full references, both as to 
names and subjects. 

3rd. The important things to note in regard to Spanish Ex- 
ploration are: 

(a) the causes of the early effort ; 

(b) the racial (Spanish) element as a force in the gener- 

al movement of Europe westward ; 

(c) the character of the native races met by the Spaniards 

and the Spanish treatment of them (see Ethnologi- 
cal maps, Vol. II; Migrations map, Vol. XIX) ; 

(d) the administrative methods of the Spaniards; 

(e) their supreme object in exploration; 

(f) the region Spain occupied and succeeded in holding; 

(g) the causes of decay of Spanish power in America. 
4tib. Consider Spanish power and history in America with 

a view to comparing the Spanish with the English, 
Frendh and Dutch. This is brought out in the topics 
immediately following. 
5th. Examine the following illustrations : Vespucci's portrait ; 
Title-page of account of Vespucci's voyage ; portraits 
of Ponce de Leon, Balboa and De Soto ; Title-page of 
the Relacam Verdadeira; Fac-simile of the signatures 
of Ponce de Leon and other explorers. 

V. QUESTIONS: 

1. Give as complete an account as you can of Vespucci. 

2. Account for the strength of Spain as an exploring and 

colonizing nation in America. 

3. What was the extent of New Spain (in America) in 

^519? 

4. What were the main characteristics of Spanish aggression 

in America? 

5. How did Magellan's circumnavigation influence subsequent 

exploration ? 

16 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U, S. HISTORIES 

A. WiNSOR, Vol. II, Chs. II-IV, VI, IX. 

B. FiSKE, Discovery of America, Chs. VII, VIII. A very 

exhaustive account of Vespucci. Consult and compare 
with Bourne (d). 
c. Channing, Vol. I, Chs. II, III. 

D. Amer. Nation, Vol. Ill, Chs. VI-XI. 

E. Avery, Vol. I, Chs. XV-XVII, XIX. 

F. "Contemporaries," Vol. I, Ch. III. 

G. HiLDRETH, Ch. I. 

H. Bancroft, Vol. I, Chs. II-IV. 

special 
5. Original Narratives: Spanish Explorers in the Southern 
United States. 

11. Hklfs, Spanish Conquest of America. 

12. Trail Makers; Cabesa de Vaca; De Soto; Coronado. (See 

Note.) 

13. Bancroft, Pad^c ^^a/^j-. (See Note.) 

14. Prescott, Conquest of Mexico. 

supplemental 

Markham, Letters of Amerigo Vespucci. Source. 

Quaritch, The First Four Voyages of Amerigo Vespucci. 
Source. 

Martyr, Decades. Magellan, Pinzon, Balboa. The first 
history written of America. 

Lester, Life and Voyages of Americus Vespucius. 

Cortes, Dispatches to Charles V (tr. Folsom). 

Bandelier, a. F., Historical Introduction and Final Re- 
port (Parts I, II), in Papers of the Archaeological Insti- 
tute of America, American Series. Among the most 
valuable works extant on Spanish exploration and colo- 
nization of the Southwest. 

Santarim, Researches respecting Americus Vespucius 
and his Voyages (tr. Childe). 

Blackmar, Spanish Institutions of the Southzvest. 

LuMMis, Spanish Pioneers. 

King, De Soto and his Men in the Land of Florida. 

Irving, History of De Soto's Conquest of Florida. 

Bourne, Narratives of Hernando de Soto. 

Guillemard, Life of Ferdinand Magellan. 

Stanley, The First Voyage Around the World. (Hakluyt 
Society.) 

Bryant and Gay, Vol. I, Chs. VI, VII. 
17 



NOTES- 

12. The Trail Makers. Jolin Baoh McMaster, consulting 
editor. Useful. The series comprises the follownig volumes : 

Journey of Caheza de Vaca from Florida to the Pacific. 

Narratives of De Soto in the Conquest of Florida. (2 
vols. ) 

Journey of Coronado. 

Voyages of Champlain. (2 vols.) 

Journey of La Salle. (2 vols.) 

Voyages of Mackenzie. (2 vols.) 

Expedition of Lezvis and Clark. (3 vols.) 

The Five Indian Nations. (2 vols.) 

Travels in the Interior of North America by Daniel Will- 
iam Harman. 

The Wild Northland. 

13. Bancroft, H. H., History of the Pacific States of North 
America. An indispensable work, giving much documentary mat- 
ter. The 39 volumes include the entire region west of the Rocky 
Mountains, Alaska, Mexico and Central America, also five vol- 
umes entitled Native Races. 



18 



TOPIC 5 

JOHN CABOT AND LATER ENGLISH EXPLORATION 

I. SUBJECTS— Syllabus: 

1497-1517 

A, F, 17, 18 a The work of the Cabots for Eng-land. 

B, E, 5, 17 b The immediate puq^ose of John Cabot in his 

first voyage west. 
A, c, V, 5, 18 c Discoveries made by the Calbots and the re- 
sulting claims of England to the New World. 
d The voyage of Cortereal (a Portugese). 

I 542- I 579 
e The basis of English title to lands in the New 

World. 
/ The work of Sir John Hawkins for England. 
g Drake's voyages and their results for Eng- 
land. 
h New Albion (California), 

1583-1607 
i English exploration of Virginia and New 
England. 
A, Cj 15, 16, 20 / The work of Gilbert, Raleigh, and Amadas 

and Barlow for England. 
A, c,B, 15, 16 k The formation of the London Company. 
c, D, u, 16,21 I The Settlement of Jamestown. 

IL SELECTED READING : 

Brittain, Discovery and Exploration (I), Chs. IX, XV, 
XVI. 

IIL COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Chs. IV, VIII, 

IX. 
Hamilton, Colonisation of the South (HI), Ch. HI. 
FoRTiER, Cent. Amcr. and Mex. (IX), Ch. X. 
ScHAFER, The PaciHc Slope (X), Ch. I. 
MuNRO, Canada, (XI), Ch. II. 

19 



A, 


B, E 


A, 


15, 16 


A, 


F, 5. 19 


A, 


F. 5, 19 


A, 


D 


A, 


C, G 



IV. SUGGESTIONS— Instruction: 

1st. The essential things to know are: 

( 1 ) the dominant purpose in Engflish exploration ; 

(2) its geographical extent; 

(3) English intercourse with the native tribes; 

(4) why the English secured charters, and their historical 

importance ; 

(5) why America fell chiefly into the current of English 

influence at last. 
2nd. Compare English and Spanish administration in Amer- 
ica. 

3rd. Note the introduction of charter governments into 
America by the English and its significance. 

4th. Observe the commercial ideas of the period. 

5th. Get the contemporary geography clearly in mind. Con- 
sult Gilbert's map, Vol. I ; White's map, Vol. Ill ; map 
of Canada, Vol. XI. (See portraits of Cabot and 
Raleigh^ also title-page of "Drake Revived".) 

6th. Examine the Collateral History in detail (as cited). 



V. QUESTIONS: 

1. What were the services of John Cabot for England? 

2. Give an account of the English sea kings. 

3. What was the dominant idea in English exploration? 

4. Compare Spain and England as exploring powers. 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. HI, Chs. I, II, IV-VI ; IV, Ch. I. 

B. FiSKE, Discovery of America, Ch. VII. 
c. Channing, Vol. I, Chs. II, V, VI. 

D. Amer. Nation, Vols. Ill, Ch. V; IV, Chs. I-III. Vol IV 

is chiefly valuable for its bibliography. 

E. Avery, Vol. I, Chs. XI„ XIII, XXI. 

F. "Contemporaries," Vol. I, Ch. IV. 

G. HiLDRETH, Ch. I. 

H, Bancroft, Vol. I, Chs. I-V. 

20 



SPECIAL 

5. Original Narratives: The Northmen, Columbus and Ca- 
bot; Early English and French Voyages. 

15. Osgood^ The American Colonies in the Seventeenth Cen- 

tury. (See Note.) 

16. Doyle, English Colonies in America. Virginia, Mary- 

land and the Carolinas. (See Note.) 

17. Harrisse, John Cabot the Discoverer of America. 

18. Beazeley, John and Sebastian Cabot. 

19. Handbook of American Indians. Very full. (U. S. Govt. 

publication.) 

20. St. John, Life of Raleigh. 

21. Brown, Genesis of the United States. 

SUPPLEMENTAL 

BiDDLE, Sebastian Cabot. 

CoRBETT, Sir Francis Drake. 

PuRCHAs, His Pilgrimage. 

Hakluyt, Principall Navigations, Voiages and Discover- 
ies of the English Nation. Inexpensive reprint in the 
Everyman Library. 

Markham, The Haivkins' Voyages. (Hakluyt Society.) 

Payne, Voyages of the Elizabethan Seaman to America. 

Weare, Cabot's Discovery of North America. 

BiGGAR, Voyages of the Cabots and Cortereal. 

Edwards, Life of Sir Walter Raleigh. 

Tarbox, Sir Walter Raleigh and his C&lony in America. 
(Prince Society pub.) 

Slafter, Sir Humphrey Gylberte. (Prince Society pub.) 

Strachey, Historic of Travaile into Virginia. (Hakluyt 
Society.) 

Southey, British Seamen. (Edited by Hanay.) 

Old South Leaflets! No. 37, Notices of the Cabots. 

Harrisse, Discovery of North America. 

Bryant and Gay, Vol. I, Chs. VI, X, 

Froude, English Seamen in the Seventeenth Century 
(Hist, of England, Vol. XI). 
notes 

15. Osgood, The American Colonies in the Seventeenth Cen- 
tury. Very important. Not a popular, but a scliolarly and scien- 
tific work, treating principally the constitutional and legal as- 
pects of the subject. 

16. Doyle, English Colonies in America, hn English 
authority on American colonial history. Elaborate, but imiportant 
aspects are neglected. 

21 



TOPIC 6 

VERRAZZANO AND LATER FRENCH EXPLORATION. 

I. SUBJECTS— Syllabus: 

1506-1524 

A, F, 5, 22, 23 a Discovery of the St. Lawrence. 

c, 2;^, ^2 b The natives of the St. Lawrence region. 

E^ F, 23, 31 c Services of Verrazzano for France. 

B, D, 23, 24 d The results of French discoveries in America. 

1 534- 1 639 
F, 5, 22, 30 e The expeditions of Cartier. 
A, B, E, 5, 2^ f The French in New England and New York 
along the St. Lawrence. 

A, D, E, 22, 23 g The Founding of Quebec and Montreal. 

B, E, 5, 12, 22 h The work of Champlain for France. 

1 664- 1 682 
24,25,26,29,30 i Frontenac's services for France. 
D, E, G, H, 24 y Joliet and Marquette. 
D, 12,24,27,30 k The career of LaSalle and the results of his 

work for France 
D^ 24, 28, 33 / The area of New France. 

IL SELECTED READING : 

Brittain_, Discovery and Exploration (I), Chs. XII-XIV. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Chs. IX, X, 

XII. 
FoRTiER, Cent. Amer. and Mex. (IX), Mex., Ch. XVI. 
MuNRO, Canada (XI), Chs. II- V. 

IV. SUGGESTIONS— Instruction: 

1st. Get a clear idea of the contemporary map. Consult Car- 
tier map. Vol. I ; Joliet map. Vol. Ill ; map of the Miss- 
issippi region, Vol. VIII ; map of Canada and Cham- 
plain's map, Vol. XI. 

2nd. Discover the causes which led to French exploration. 

3rd. Note the careers of Verrazzano, Cartier, La Salle, Cham- 
plain and Hennepin as typical explorers. 
22 



4th. Examine the routes of French exploration 
5th. Follow the careers of such explorers as JoHet and Mar- 
quette. 
6th. Compare French with Spanish and English administra- 
tion in America during the early period. ( Read in this 
connection the Collateral History as cited.) 

V. QUESTIONS: 

1. Give an account of Verrazzano, (Consult index.) 

2. Give an account of Cartier. (Consult index.) 

3. What territory did French exploration embrace? 

4. What causes led to French exploration of America and 

what results followed? 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. IV, Chs. I-III, V. 

B. FiSKE, Discovery of America, Ch. XII. 
c. Channing, Vol. I, Ch. IV. 

D. Amer. Nation, Vol. VII, Chs. I-IV. 

E. Avery, Vols. I. Ch. XVIII : II. Ch. I ; III, Ch. IX. 

F. "Contemporaries," Vol. I, Ch. V. 

G. HiLDRETH, Ch. I. 

H. Bancroft,, Vol. I, Ch. I. 

SPECIAL 

5. Original Narratives; Early English and French Voyages; 

Champlain's Voyages. 
12. Trail Makers-' Cham plain; La Salle. 
19. Handbook of American Indians. 

22. Stephens, Jacques Cartier and his Four Voyages. 

23. Parkman, Pioneers of France in the New World. (See 

Note.) 

24. Parkman, La Salle and the Discovery of the West. 

25. Parkman, Frontenac and Neia* France. 

26. Le Sueur, Count Frontenac. 

2J. Shea, Exploration of the Mississippi Valley. 

28. Shea, Early Voyages Up and Down the Mississippi. 
Consult for La Salle. 

29. Charlevoix, History of New France (tr. Shea). 

30. WiNSOR, Cartier to Frontenac. A valuable work, dealing 

with geographical discovery in its historical relation. 

31. DeCosta, V errassano the Explorer. 

32. Parkman, The Jesuits in North America. 

33. Kingsford, History of Canada. 

23 



SUPPLEMENTAL 

Hakluyt, Divers Voyages. For the voyage of Verrazzano. 

Pope, Jacques C artier, his Life and Voyages. 

Otis {tr), Voyages of Samuel de Champlain. (Prince See.) 

BiGGAR, Early Trading Companies of Nezv France. 

Thwaites, ed.. The Jesuit Relations. 

Old South Leaflets; No. 17, Verrazzano' s Voyage. 

Bryant and Gay, Vol. I, Chs. VI, VIII, IX. 

NOTE 

22>. Parkman narrates the history of the French in North 
America to the Revolution in a series of twelve volumes. He is 
a sure guide, and all the volumes can be read with profit and de- 
light. The series embraces tlie following subjects: 

Pioneers of France in the Neiv World. 

The Jesuits in North America. 

La Salle and the Discovery of the Great West. 

The Old Regime in Canada. 

Count Frontenac and Nezv France Under Louis XIV. 

A Half -Century of Conflict. (2 vols.) 

Montcalm and Wolfe. (2 vols.) 

The Conspiracy of Pontine and the Indian War after the 
Conquest of Canada. (2 vols.) 

The Oregon Trail. 



24 



TOPIC 7 

a. DUTCH EXPLORATION 

b. THE SEARCH FOR THE NORTHWEST PASSAGE 

I. SUBJECTS— Syllabus: 

1609-1615 
c, D, 34, ■^y a Hudson's voyage. 
A, B, F, 5, 35 h The Dutch and the natives in the valley of 

the Hudson. 
A, G, H, 5, 36 c The settlement of Manhattan. 
^> 35> 36 ^ The expeditions of Block, Christiansen and 

May. 

1 576- 1854 
A, G, H, 2i7 ^ The work of Frobisher, Davis and Hudson in 

the North. 
A, B / Baffin's voyages. 

A, 38 g Discoveries and explorations in the far North. 

A, 4, 38 h The later explorations of (notably) Behring, 

Cook, Vancouver, Franklin and Ross. 

II. SELECTED READING: 

Brittain, Discovery and Exploration (I), Chs. XVH, XVHI. 

HI. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (11), Ch. VH. 
Jones, Colonisation of the Middle States (IV), Ch. L 

IV. SUGGESTIONS— Instruction : 

ist. Consult Hudson map, Vol. I, and the two maps of Man- 
hattan, Vol. IV. 

2nd. Examine the purpose of the Dutch East India Company 
in furthering western exploration. 

3rd. Note the territory explored by the Dutch and the char- 
acter of the work attempted. Become familiar with the 
work of Henry Hudson. 

4th. Compare the Dutch with Spanish, English and French 
explorers. The main thing is to understand the dis- 
tinctive character of the Dutch movement. 

25 



5th. Find the reasons for which a Northwest passage was so 
diligently sought by Europeans. 

6th. Learn who established the fact that America is a sepa- 
rate continent, and the earlier notion as to the geog- 
raphy of northern North America. Examine maps of 
the northwest coast and Mackenzie's track, Vol. X; 
map of Island Possessions, Vol. XX. 



V. QUESTIONS: 

1. Show the importance of the coming of the Dutch to Man- 

hattan. 

2. Give the career of Henry Hudson. 

3. Relate the search for a Northwest Passage. 

4. What were the geographical ideas of the Arctic region of 

America down to 1854? 

5. What portions of North America did European navigators 

reach ? Explain for each nation separately the extent and 
relative importance of the results. A map to illustrate 
may be made. 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. Ill, Ch. Ill ; IV, Ch. VIII ; VIII, Ch. II. 

B. FiSKE, Discovery of America, Ch. XII ; Dutch and Quaker 

Colonies, Ch. III. 
c. Channing, Vol. I, Ch. XVI. 
D. Amer. Nation, Vol. IV, Chs. I, XVII. 

F. "Contemporaries," Vol. I, Ch. V. 

G. HiLDRETH, Ch. III. 

H. Bancroft, Vol. I, Chs. II, VI ; P. II, Ch. XII. 

SPECIAL 

4. WiNSOR, Columbus. The appendix gives much concerning 

the Northwest Passage. 

5. Original Narratives: Nezv Netherland. 
19. Handbook of American Indians. 

34. Read, Henry Hudson. 

35. Brodhead, History of New York. 

36. O'Callaghan, New Netherland. 

37. Arber, Henry Hudson the Navigator. 

38. Greely, Handbook of Polar Discovery. 

26 



SUPPLEMENTAL 

Documents Relating to the Colonial History of the State of 

New York, Vols. I, II. Holland Documents. 
New York Historical Society, Collections, Vols. I-III. Source. 
AsHER, Henry Hudson. (Hakluyt Society.) 
Murphy, Henry Hudson in Holland. 
Janvier, Dutch Founding of Neiv York. 
Payne, Voyages of the Elizabethan Seamen to America. 
KiTSON, Captain James Cook, the Circumnavigator. 
Traill, Life of Sir John Franklin. 
Brown, The Northwest Passage. 
Kohl, Popular History of the Discovery of America. 
Vancouver, Voyage of Discovery to the Pacific Ocean. 
Bryant and Gay, Vol. I, Ch. XIII. 



27 



Copyright, 1912, by R. E. Beall 






American History 
and Institutions 



Complste in Four Couraes (Five Parts to Each 

Course) ; Presented in 160 Topics, 

Each Complete in Itself. 



PREPARED BY 
Francis Newton Thorpe, Ph. D., LL. D. 

Professor of American Constitutional History, 
University of Pennsylvania, 1 885- 1 898 ; now 
Professor of Political Science and Constitutional 
Law, University of Pittsburgh. 

ADVISORY INSTRUCTORS 
Edwin Piatt Tanner, Ph.D. 

Associate Professor of History, Syracuse Uni- 
versity. 

Clarence A. Dykstra, A. B. 

Associate Professor of American History and 
Political Science, University of Kansas. 

George Petrie, Ph. D. 

Professor of History, Alabama Polytechnic 
Institute. 

Clarence Walworth Alvord, Ph. D. 

Associate Professor of History, University of 
Illinois. 

IN COLLABORATION WITH 
Peter Joseph Hamilton, A. M., LL. D. 

Historian. 

Frederick W. Hodge 

Ethnologist - in - Charge, Bureau of A^ierican 
Ethnology, Smithsonian Institution. 



ROBERT EDGAR BEALL, 

^_^__^_^ MEtnaging Elditor. 

Courses conducted under the direction of 
THE HOME UNIVERSITY LEAGUB 



Issued by 

THE HOME UNIVERSITY LEAGUE. Inc., 

Philadelphia, Pa. 



Corresponding to Volume III of 

The History of North America. 



Course 1 



Part n 



Under the special supervision of DR. TAMNER 



Reference and 
Instruction Guide 



SUBJECT 

THE COLONIZATION OF THE 
SOUTH 

Period: 1521-1775. 

TOPICS 

No. 8. Spanish, French and English 
Occupancy of Florida. 

9. Virginia in the Seventeenth 
Century. 

10. The Settlement of Carolina 

and Georgia. 

1 1 . French Exploration and Col- 

onization of Louisiana. 

12. Spanish, French and English 

Relations in the South to 
the Close of the Revolution- 
ary War. 

13. Beyond the Alleghanies in 

Colonial Times. 

14. The Anglo-French Conflict in 

America. 

15. Colonial Life in the South. 



TOPIC 8 

SPANISH, FRENCH AND ENGLISH OCCUPANCY OF 

FLORIDA 

I. SUBJECTS— Syllabus : 

1521-1595 

A, 7 a The colonization of the New World a revival 

of the energies of the crusades — a continu- 
ation of movements as old as history. 

A, B, c, D, 5 b Ponce de Leon in Florida ; the search by the 
Spaniards for another Mexico in Florida. 

c, D, H, 39, 41 c The first settlement established by the white 
race within the present bounds of the United 
States. 

D, E, II, 41 d The efforts of the Friars for the Indians in 
Florida ; missions established ; the introduc- 
tion of negro slavery to relieve the Indians. 

1543-1567 
c, 2^, 40 e Early French colonization in the new World 

(Brazil and Florida) — caused by religious 
dissensions at home. 
c, F, G, 23, 40 / The Huguenots in Florida ; Ribault and Lau- 

donniere. 
II, 23, 40 g The avenging by De Gourges of Menendez' 

massacre of Laudonniere's colony. 
c, 23, 40 !i The causes of the termination of French ef- 

forts in Florida. 
I 762- I 78 I 
c, D, H i The English acquisition of Florida (by the 

Treaty of Paris, 1763). 
The ascendency of the English in Florida. 
The influence of the Creoles. 
/ The effect of British rule on the settlement, 
industrial enterprise and commercial devel- 
opment of Florida. 

II. SELECTED READING : 

Hamilton, Colonisation of the South (III), Chs. I, II, XX. 

3 



39> 42 


; 


39> 42 


k 


39. 42, 43 


I 



III. COLLATERAL HISTORY: 

Brittain, Discovery and Exploration (I), Chs. X, XI. 
Thomas, The Indians in Historic Times (II), Ch, III. 
McGee, Prehistoric N. Amer. (XIX), Ch. XX. 

IV. SUGGESTIONS— Instruction: 

1st. Read the Introduction and Preface to the book thought- 
fully. 

2nd. Read carefully the account of European conditions as 
affecting and effecting colonization in America. 

3rd. Get clearly in mind the contemporary map of Florida (as 
the term was used). Consult Joliet's map of the Mis- 
sissippi, Plan of St. Augustine, map made in 1599 and 
map of Possessions of Spaniards and English, Vol. 
Ill ; Gilbert's map. Vol. I. 

4th. Compare the motives of the Spanish and tlie French in 
Florida. 

5th. The Floridas were acquired by England by the Treaty of 
Paris, 1763. These new acquisitions could not be 
essentially English. British rule was favorable to 
commerce. 

6th. Consult the Chronological Table constantly and use the 
Index in Vol. XX freely. 

7th. Jones, Colonisation of the Middle States (Vol. IV) and 
James, Colonisation of Nezv England (Vol. V) should 
be constantly compared while reading The Colonisa- 
tion of the South, in order to keep before the mind the 
contemporary progress of colonization throughout the 
entire region. For convenience in making comparisons 
use the chronological tables in these three volumes 
simultaneously. 

V. QUESTIONS : 

1. The colonization of Florida by the Spanish was the result 

of what general movement? 

2. Why did Spain fail to develop colonial strength in Florida? 

3. How did the Spanish (the Government, the Church and 

the colonizers) treat the Indians? 

4. Why did French Huguenots come to Florida ? 

5. What was the condition of the natives and what missionary 

work among them was undertaken and by whom ? 

6. What evidence of Spanish colonization of Florida remains 

to this day? 

7. Why did Florida remain essentially Spanish, though under 

the British? 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. II, Ch. IV. 

B. FiSKE, Discovery of America, Ch. XII. 
c. Channing, Vols. I, Ch. Ill ; II, Ch. XIX. 

D. Amer. Nation, Vol. Ill, Chs. XII-XX. 

E. Avery, Vol. Ill, Ch. XXIII. 

F. "Contemporaries," Vol. I, Ch.V. 

G. Hiudreth, Ch. III. 

H. Bancroft, Vols. I, Chs. II-IV; II, Ch. XII. 

special 
5. Original Narratives: The Spanish Explorers in the South- 
ern United States. 
7. Prescott, Ferdinand and Isabella. 
II. Helps, Spanish Conquest of America. 
19. Handbook of American Indians. 
23. Parkman, Pioneers of France in the New World. 

39. Fairbanks, Florida, Its History and Its Romance. 

40. Baird, Htignenot Emigration. 

41. Moses, Establishment of Spanish Rule in America. 

42. Hamilton, Colonial Mobile. This is a history also of the 

Southwest east of the Mississippi River. 

43. Beer, British Colonial Policy, 1754-1765. 

supplemental 

Hakluyt, Divers Voyages. Spanish, French, English. Six- 
teenth century. 

LuMMis, Spanish Pioneers. 

Irving, History of De Soto's Conquest of Florida. 

King, De Soto and his Men in the land of Florida. 

French, Historical Collections of Louisiana and Florida. 

The South in the Building of the Nation. (See Note.) 

Fairbanks, St. Augustine. 

Blackmar, Spanish Institutions of the Southzvest. 

Lower Y, Spanish Settlement Within the Present Limits of 
the United States, 1513-1561. 

Bryant and Gay, Vols.l, Ch. IX; II, Chs. XXIII, XXIV. 

Haldimand Papers. Invaluable for British West Florida. 
The originals are in the British Museum, but a Calendar 
of them is published by the Canadian Government (Ot- 
tawa). Haldimand was in chief command in West Flor- 
ida, and at other iperiods in Canada and Boston. 

Bouquet Papers. (Canadian Govt, pub., Ottawa.) 

5 



NOTE 

The South in the Building of the Nation. A recent co-oper- 
ative history. An important work dealing with a section of our 
country upon which adequate and authoritative works are neither 
numerous nor generally accessible. The following is the arrange- 
ment of the volumes : 

History of the Southern States. (3 vols.) 

The Political History, (i vol.) 

The Economic History. (2 vols.) 

The Literary and Intellectiml Life. (2 vols.) 

The Scientific Life. (2 vols.) 

Biography. (2 vols.) 



TOPIC 9 

VIRGINIA IN THE SEVENTEENTH CENTURY 

I. SUBJECTS— Syllabus : 

1 578-1620 

A, c, D, E, 16 a England's first efforts at American coloniza- 

tion. 

c, D, G, 15, 16 b The pioneers of English colonization in Amer- 
ica (Gilbert and Raleigh) ; Raleigh's expedi- 
tions. 

c, D, F, 16, 21 c The founding of Virginia. 

B,c, 0,15,48 d The formation of great English commercial 
companies, e. g., the London and Plymouth 
companies (making colonization on a large 
scale possible) ; the Virginia charters. 

B, C, 15, 44, 46 e The Jamestown colony ; Captain John Smith's 

administration and explorations ; Lord De la 
Warr's administration as governor of Vir- 
ginia. 

D, 5, 15, 16, 47 f The beginnings of negro slavery ; tobacco cul- 
ture; the first Virginia Legislature. 
1 620- 1 705 

B, 15, 45 g The effect of European politics on American 

colonization. 

c, D, 5, 47 h The growth of Virginia settlements; massa- 
cre by the Powhatans. 

A, B, F. 15, 16 i The end of the Virginia (London) Company. 

B, 15, 16, 48 / The Navigation (trade tariff) Acts. 
B, H, 15, 16,44 ^ Bacon's Rebellion. 

B, F, 16, 44, 45 / Life in the Old Dominion (Virginia) in the 
seventeenth century. 

XL SELECTED READING: 

Hamilton, Colonisation of the South (HI), Chs. HI- VI. 

III. COLLATERAL HISTORY: 

Brittain, Discovery and Exploration (I), Ch. XVI. 
Thomas, The Indians in Historic Times (II), Oh. IV. 
Jones, Colonization of the Middle States (IV), Chs. I-VI. 
James, Colonisation of New England (V), Qis. I-XI. 
McGee, Prehistoric N. Amer. (XIX), Ch. XV. 



IV. SUGGESTIONS— Instruction: 

1st. Compare the motives of the English colonizers. (Gil- 
bert, Raleigh, etc.) 

2nd. Get clearly in mind the relation of guilds and trading 
companies in England to trade extension, and the 
eagerness to profit by trade in America ; whence the 
granting of charters to the London and Plymouth 
Companies. 

3rd. Virginia lay within the confines of Spanish Florida, 
which gave rise to danger from Spain. 

4th. Trace the influence of the growth of tobacco culture on 
the development of the colony. 

5th. Note the advantages possessed by the English as colo- 
nizers in comparison with other European nations. 
In this connection also consult the Collateral History 
as cited. 

6th. Note the circumstances under which African slavery was 
introduced and its growth. 

7th. The Company's charter was annulled because of the 
growing hostility of the king toward the Company. 

8th. Get the full significance of Bacon's Rebellion. 

9th. Become familiar with "Life in the Old Dominion :" re- 
ligion, politics, education, assessments, trade, growing 
demand for "the rights of Englishmen." 
lOth. Examine the following maps : Ethnological map B, Vol. 
II; White's map of Virginia (1585) and Possessions 
of the Spanish and English, Vol. Ill; Railroad map, 
Vol. XVII; Migrations map, Vol. XIX. (See por- 
traits of Lord De la Warr, Captain John Smith, Lord 
Culpepper ; Title-page of Smith's earliest work on 
Virginia ; Indian village in Virginia.) 

V. QUESTIONS: 

1. What was the region of the Virginia Charter? 

2. What causes and conditions made the Jamestown settle- 

ment permanent ? 

3. Give an account of the introduction, status and spread of 

African slavery in Virginia. 

4. Explain how the Virginians attained their first legislature, 

the beginning of representative government in America. 

5. What were the causes of Bacon's Rebellion? 

6. Describe life in Virginia during the early years of the 

colony. 

7. Why had the early English colonies failed ? 

8 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Ch. V. 

B. FiSKE, Old Virginia and Her Neighbors. Consult through- 

out. 
c. Channing, Vol. I, Chs. VI-VIII, XVIII, XIX. 

D. Amer. Nation, Vols. I, Chs. VII, VIII, XIII-XVI: IV, 

Chs. I-VI; V, Chs. XIII, XIV. 

E. AvERY, Vols. II, Chs. II, III, IX ; III, Ch. II. 

F. "Contemporaries," Vol. I, Chs. VI, IX, X, XIII. 

G. HiLDRETH, Chs. Ill, IV, VIII, XI, XV, XVIII, XXI. 

H. Bancroft. Vol. I, Chs. V-IX; P, II, Chs. X, XI; Vol. Ill, 
Ch. I. 

SPECIAL 

5. Original Narratives: Early Virginia. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies in America. 
19. Handbook of American Indians. 

21. Brown, Cencsis of the United States. 

44. American Commonzvealths-' Virginia. An authoritative 

scries of State histories. Very useful generally. 

45. Lodge, English Colonies in America. Full information. A 

political and social history. 

46. Smith, Works of Captain John Smith (ed. Arber). In- 

cludes A Generall Historie of Virginia, By Captain John 
Smith. 

47. Brown, The Eirst Republic in America. 

48. Thorpe, Constitutional History of the United States. 

supplemental 

KiNGsnuRY, ed.. Records of the Virginia Company. 

Virginia Magazine of History and Biography, I. 

Bruce, Economic History of VirQ;inia in the Seventeenth 

Bryant and Gay, Vols. I, Chs. X,"XI, XVIII; II, Chs. IX, 
XIII; III, Ch. III. 

Thorpe, Federal and State Charters and Constitutions. A 
Government publication. Gives the colonial charters 
and organic territorial laws. The only complete work of 
its kind. A necessity in the study of Constitutional Gov- 
ernment. 

Hening, Statutes. Early Virginia laws. 

Virginia Historical Society, Collections, T, II, III, VII, VIII. 

The South in the Building of the Nation. 

Virginia Historical Register. 

9 



Supplemental — Continued. 

PuRCHAS, His Pilgrimage. 

Hakluyt, Principal! Navigations, Voiages and Discoveries 
of the English Nation. 

Markham, The Hawkins' Voyages. (Hakluyt Society.) 

Strachey, Historic of Travaile into Virginia. 

Kingsbury, ed., Records of the Virginia Company^ 

Virginia Maga::ine of History and Biography, I. 

Bruce, Economic History of Virginia in the Seventeenth 
Century. 

Bruce, Institutional History of Virginia in the Seventeenth 
Century. 

Hale, Fall of the Stuarts. 

Tyler, Cradle of the Republic. 

Force, Tracts. A most valuable collection of original ma- 
terial. 

Alvord and Bidgood, The Exploration of the Trans-AUe- 
ghany Region by the Virginians (1650-1674). This 
new work deals with the discovery of the Ohio. It gives 
conclusive proof (a fact of great importance) that the 
Virginians were on the waters of the Ohio (1671) long 
(before the French, and only a few months after the 
French reached the upper waters of the Mississippi River. 

Byrd, Running the Virginia Line (in his Works). 

Poore, Ben Perley, Constitutions and Charters. Adequate 
to time of its publication, about 1874. 

BuRK, History of Virginia. 

American Colonial Tracts. Bacon's Rebellion, 

Stith, History of Virginia. 

Neill, English Coloniaaiiopi in America. 

Neill, The Virginia Company of London. 

Neill, Virginia Carolorum-. 

Neill, Virginia Vetusta. 

McKinley, Suffrage Franchise in- the Thirteen English Colo- 
nies in America. The authority on this subject. 

Epochs of American History. (Hart, ed., 3 vols.) The Col- 
onies (Vol. I) by Thw^aites is the best outline of the 
colonial period. May be consulted generally on the top- 
ics on colonization. 

Campbell, History of the Colony and Ancient Dominions of- 
Virginia. 



10 



TOPIC 10 

THE SETTLEMENT OF CAROLINA AND GEORGIA 

L SUBJECTS— Syllabus : 

1630-1717 
c, D, 15, 49, 52 a The grant of Carolina by Royal Patent and by 

Proprietary Charter. 
A, c, D, 16, 52 b The liberal views of the first settlers of Caro- 
lina. 
A, c, F, 48, 50 c John Locke's constitutions. 
A, 5, 40, 45, 50 d The Barbadian, Huguenot and Scotch-Irish 

settlements in Carolina. 
D, 5,44,45, 51 e The introduction of rice-growing in Carolina; 

the colony's flourishing commerce. 
c, D, 16,49,51 / The failure of Carolina as a proprietary and 
its success as a royal province. 
I 732- I 752 
D, H, 16, 52, 53 g The failure of the scheme projected as the 
"Margravate of Azilia" as opening the way 
for colonizing (with benevolent purposes) 
the region between Carolina and Florida. 
A, c, F, 44, 53 h The unique economic features in the founding 

of Georgia as an American colony. 
c^ D, 16, 44, 53 i The perilous situation of Georgia as a "Buffer 

Colony." 
c, E, 44, 53 y The settlement of religious sects in Georgia ; 
the labors of the Wesley s and Whitefield in 
the colony. 
D, 44 k Oglethorpe's policy toward the Indians. 

c, D, 45, 53 / The administration of the colony of Georgia. 
(A philanthropic paternalism, but one 
which proved unpopular and ended in 
royal rule.) 

II. SELECTED READING: 

Hamilton, Colonisation of the South (III), Chs. VII, XVI. 

II 



III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Tim-cs (II), Ch. V. 
Jones, Colonisation of the Middle States (IV), Chs. VII- 

XIIL 
James, Colonisation of Kezv England (V), Chs. XII-XIX. 
McGee, Prehistoric N. Anwr. (XIX), Ch. XVII. 

IV. SUGGESTIONS— Instruction : 

1st. Note the opportunity for EngHsh colonization in the 
seventeenth century and the eagerness with which it 
was pursued. 

2nd. Note that commercial zeal led to colonization, as in 
Carolina. 

3rd. The Constitution (commonly called Locke's) was the de- 
vice of impractical men. 

4th. Observe that Carolina became from the first a refu^^e for 
men of various religious beliefs — the Scotch-Irish, the 
Huguenots, the Germans, the English. 

5th. Note the serious purpose of the promoter of the colony 
to introduce silk manufacture, also how rice culture 
grew in importance. 

6th. Follow carefully the history of the prosperous city, 
Charlestown ( Charleston) . 

7th. Before proceeding to the history of Georgia get the 
geography clearly in mind : Florida. New Spain, 
Louisiana, the English Colonies, etc. Consult the fol- 
lowing maps in comparison with Railroad map. Vol. 
XVTI: Joliet's, Map made in 1599. Virginia; early 
German map. and Possessions of Spanish and English, 
Yo]. HI; Migrations map. \^ol. XIX; Ethnological 
map B, Vol. II. 

8th. Consider the importance, in a military way, to England 
of the region that came to be called Georgia. (See 
Oglethorpe portrait.) 

9th. Notice that fifty years elapsed between the founding of 
Pennsylvania (the last of the early colonies) and Geor- 
gia. Georgia was founded the year Washington was 
born. 

V. QUESTIONS: 

1. What causes led to the colonization of the Carolinas? 

2. WHiy did peoples of different nations come thither? 

3. What led to the commercial prosperity of the colony? 

4. Why was Carolina divided? 

5. Was Georgia founded merely as a "Buffer Colony"? 

12 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. V, Chs. V, VI. See Carolina, Huguenots, 

Quakers, Germans. 

B. FiSKE, Old Virginia and Her Neighbors, Chs. XV, XVI. 
c. Channing, Vol. II, Chs. L XII. 

D. Amer. Nation, Vols. V, Chs. IX, X ; VI, Ch. XV. 

E. Avery, Vol. Ill, Chs. I, XIII, XIV, XXIV. 

F. "Contemporaries," Vols. I, Ch. XII ; II, Chs. V, VI, 

G. HiLDRETII, Chs. XVI, XXI, XXIV. 

H. Bancroft, Vol. I, P. II, Chs. VII, VIII ; III, Ch. XVI. 

SPECIAL 

5. Original Narratives: Early Carolina. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies in America. 
40. Baird, Huguenot Emigration. 

44. Amer. Commonwealths: Georgia. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 

49. Moore, History of North Carolina. 

50. Ashe, History of North Carolina. 

51. Smith, South Carolina as a Royal Province. 

52. McCrady, History of South Carolina. Very valuable. 

53. Jones, History of Georgia. 

supplemental 

The South in the Building of the Nation. 

Epochs of American History. The Colonies. 

Thorpe, Charters and Constitutions. For patents and char- 
ters referred to. 

Carroll, Historical Collections of South Carolina. 

Weston, Documents connected ivith the History of South 
Carolina. 

Colonial Records of North Carolina. A great store-^house of 
original documents. 

Historical Sketches of North Carolina. 

Bernheim, German Settlement in North and South Carolina. 

Whitney, Government in the Colony of South Carolina. 

Force, Tracts. Georgia, I, II. 

McKinley, Suffrage Franchise in the Thirteen Colonies. 

Stevens, History of Georgia. 

Hawks, History of North Carolina. 

South Carolina Historical Society, Collections. 

Bryant and Gay, Vols. II, Chs.' XII, XV; HI, Chs. IV, VI. 

13 



TOPIC 11 

FRENCH EXPLORATION AND COLONIZATION OF 
LOUISIANA 

I. SUBJECTS— Syllabus : 

1 670- 1 689 

A, D, 30 a The commercial and colonial (American) as- 

pirations of France under Colbert. 

B, c, 23, 24, 32 b The French development of Acadia ;the Jesu- 

its; the discoveries of Marquette, Joliet, 
Tonty and Hennepin. 

D^ 5, 12, 24, 2y c LaSalle and the founding of Louisiana. 

1694-1717 

B, 5, 24, 27, 28 d The rapid exploration of the St. Lawrence 
and Mississippi valleys by the French. 

A, c, D, 44 e The necessity for the colonization of New 

France (Louisiana) by the French; the 
aims of Louis XIV. 

c, D, 42, 55, 56 / The Le Moyne family, Bienville and Iberville ; 
the plans to extend French authority over 
North America ; missions ; the founding of 
Mobile ; Bienville's policy and career. 
1717-1731 

D^ E, 44, 55 g The "Mississippi Bubble." 

c, D, E, 44, 55 h The ibeginning of New Orleans and the re- 
moval of the capital thither. 

54, 55 i The Black Code ; marriages with Indian wo- 

men ; life in the French colony of Louisiana. 

I 733- I 764 

D,29, 44, 55 / The royal governors of Louisiana. 

D, 44, 55 k The conditions in Louisiana under royal gov- 

ernors. 

D, 44, 55 / Tlie rivalry of the Louisiana colonists with the 

English traders. 

II. SELECTED READING: 

Hamilton, Colonisation of the South (HI), Chs. IX-XI, 

xiri. 

III. COLLATERAL HISTORY: 

Brittain, Discovery and Exploration (I), Ch. XIV. 
Thomas, The Indians in Historic Times (II), Ch. XIV. 
FoRTiER, Cent. Amer. and Mex. (IX), Mex., Ch. XVI. 
MuNRO, Canada (XI), Ch. V. 
McGeie, Prehistoric N. Amer. (XIX), Ch. XIX. 

14 



IV. SUGGESTIONS— Instruction : 

1st, It was the French idea of New France in America that 
discovery gave a right of claim to the country drained 
by the St. Laavrence, the Great Lakes, the Mississippi, 
and their tributaries. 

2nd, The condition of Europe (the political relations of 
France) at the opening of the eighteenth century deter- 
mined the manner, extent and character of French 
colonization in America. The aims of Louis XIV 
dominated this colonization. 

3rd. Follow as far as possible on the contemporary map 
(Joliet's) the voyages and explorations of La Salle, 
Marquette, Joliet, Tonty, Hennepin and their associ- 
ates. Compare with Railroad map, Vol. XVII. Con- 
sult also Ethnological map B, Vol. II ; map of the Mis- 
sissippi region, Vol. VIII. (See portraits of La Salle, 
Bienville and Iberville. 

4th. The Comipagnie des Indes was formed to acquire and 
exploit Louisiana, or the Mississippi region. Note John 
Law's scheme for enriching France, the rise of the 
"Mississippi Bubble," and the collapse of Law's 
scheme. Consult the Collateral History as cited in 
detail. 

V. QUESTIONS: 

1. How did the personal aims and ambition of Louis XIV 

affect Louisiana and New France generally? 

2. Give an account of the work of La Salle. 

3. What was the "colonial policy" of Louis XIV? 

4. Explain how the greater French leaders in America work- 

ed out, for the first time, the correct geography of the 
St. Lawrence and Mississippi valleys. 

5. What plans did Iberville project and to what extent did he 

carry them out? 

6. Give the history of the "Mississippi Bubble." 

7. Give an account of Louisiana under royal governors, 

8. Account for the zeal of the French explorers. 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. IV, Chs. V, VI ; V, Ch. I. In Vol. IV is 

given special bibliographies of source material for the 
study of French voyages and exploration, 

B. FiSKE^ Nezv France and Nezv England, Ch. IV. 

15 



General Histories — Continued, 
c. Channing, Vol. II, Chs. V, XVIII. 

D. Amer. Nation, Vol. VII, Chs. I, IV, V. 

E. Avery, Vol. Ill, Chs. IX, XXII. 

G. HiLDRETH, Chs. XIX, XXII, XXIII. 
H. Bancroft, Vol. II, Chs. IX-XI, XIV. 

SPECIAL 

5. Original Narratives: English and French Voyages. 
12. Trail Makers: La Salic. 
19. Handbook of American Indians. 

23. Parkman, Pioneers of France in the New World. 

24. Parkman, La Salle and the Discovery of the West. 
2y. Shea, Exploration of the Mississippi Valley. 

28. Shea, Early Voyages Up and Down the Mississippi. 

29. Charlevoix, History of New France. 

30. Winsor, Cartier to Frontenac. 

32. Parkman, The Jesuits in North America. 
42. Hamilton, Colonial Mobile. 
44. Amer. Commonzt'ealths : Louisiana. 

54. Parkman, The Old Regime in Canada. Valuable for 
comparison oi French with Spanish administration in 
.i^merica. 
55.'Gayarre, History of Louisiana. 

56. King, Bienville (Jean Baptiste le Mo-yne), in Makers of 
'America series. The fciog-raphies of this series are of un- 
even merit. Only several are cited in these courses. 
They appear in the topics and are indexed under the 
names of the authors, and not by the general title as in 
the case of other series more generally used. 
supplemental 
Fortier, History of Louisiana. The best, but too expensive 

for general use. 
French, Historical Collections of Louisiana. 
Alabama Historical Society, Collections. 
Mississippi Historical Society, Collections. 
Claiborne, Mississippi as a Province. 
Wallace, Illinois and Louisiana under French Rule. 
Cable, Creoles of Louisiana. 
Lov^^ell, Eve of the French Revolution. 
Perkins, France under the Regency. 

Cambridge Modern History, Vols. V and VI. Consult these 
volumes, also Perkins and Lozvell, cited above, for condi- 
tions in France. 
The South in the Building of the Nation. 

16 



TOPIC 12 

SPANISH, FRENCH, AND ENGLISH RELATIONS IN 

THE SOUTH TO THE CLOSE OF THE 

REVOLUTIONARY WAR 

L SUBJECTS— Syllabus : 

1 564- 1 724 

A, D, 29, 54 a A comparison of the Spanish and French in 
America ; their general friendly relations. 

A, D, 54, 59 b The boundaries of New Spain and New 
France. 

D, G^ H, 29, 39 c The history of Pensacola. 

c, D, 52 d The conflicts between the English and Span- 

ish along the Florida-Carolina iboundary. 

D^ H e The reflection of European politics in Ameri- 

can colonial conflicts. 

^f 39> 55 / The extension of British boundaries southward 

into Florida. 

I 762- I 78 I 

D, 55 g The effect of the secret ceding of Louisiana 

by France to Spain (1762). 

44)55>57> 58, 59 /j T»he founding of St. Louis (1764) ; develop- 
ment of the fur trade. 

D, 42, 55 i The hostility between England and Spain over 

Louisiana ; racial antagonisms ; commercial 
jealousy and rivalry. 

A, D, 42, 55 j The traditional hostiHty of Spain and France 
toward England as a factor favorable to the 
Americans in their war for independence. 

D, 39, 42 k The Spanish invasion and recapture of West 

Florida during the American Revolution. 

A, D, H / The confusion of the boundaries of Spain 

France and England in America. 

II. SELECTED READING : 

Hamilton, Colonisation of the South (HI), Chs. XIV, XV, 
XXII, XXIII. 

III. COLLATERAL HISTORY: 

Geer, The Louisiana Purchase (VIII), Ch. 1. 
MuNRo, Canuda (XI), Ch. X. 

17 



IV. SUGGESTIONS— Instruction: 

1st. The French and the Spanish came into conflict along dis- 
puted boundaries; but French and Spanish ideas of 
colonization were similar, being essentially military, 
monopolistic and monarchial, 

2nd. Consult map of Spanish and English Possessions, Vol. 
Ill ; map of Frontiers, Vol. IV ; map of the Mississippi 
region, Vol. VIII ; map of Canada, Vol. XI ; Ethno- 
logical map B, Vol. II ; Railroad map, Vol. XVII. 

3ird. There was nothing in common in Spanish and English 
ideas of colonization. They differed in religion, in 
conception of law and government, in the exercise of 
individual rights, and in purpose and method of civil 
administration. The animosity between the English 
and the Spanish during the seventeenth century was 
due chiefly to their different ideas of religion. The 
population of the British colonies increased faster than 
that of Florida (New Spain) or Louisiana (New 
France), hut the future supremacy of the English in 
America was not as yet foreseen. These facts indi- 
cate the important lesson of the topic. 

4tih. It was in keeping with the developtnent of American af- 
fairs that Spanish and French America (Florida, 
Louisiana) should remain essentially hostile to English 
domination ; whence the resurgence of the Latin ele- 
ment in those regions after the Treaty of Paris (1763) 
and during the period of transition and revolution 
(1763-1783) culminating in America independence. 
Chapter XXII, "The Latin Remnant," narrates an 
aspect of American affairs hitherto quite overlooked. 

5th. The immediate result of the resurgence of the Latin ele- 
ment in Florida and Louisiana was the "widening of 
the Spanish boundaries." 
V. QUESTIONS : 

1. Where did the boundary disputes and conflicts arise (i) 

between the French and the Spanish, and (2) between 
the English and the Spanish ? 

2. What differences entered into these conflicts? 

3. Why did France secretly cede Louisiana to Spain? 

4. What was the history of Louisiana under Spanish rule? 

5. What changes did British rule effect in Louisiana? 

6. Why did the Spanish (Florida, Louisiana) favor the 

American revolutionists and proceed to capture English 
forts? 

18 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR. For further discussion on the topic consult this 
very imlportant work generally. See its indexes. 

D. Amer. Nation, Vols. Ill, Chs. XII, XV; IV, Ch. XVII; 
VII, Chs. I, XVII, XVIII. 

G. HiLDRETH, Ch. XXV. 

H. Bancroft, Vol. II, Chs. XIII, XVII. 

SPECIAL 

29. Charlevoix, History of New France. 

39. Fairbanks, Florida, Its History and Its Romance. 

42. Hamilton, Colonial Mobile. 

44. Amcr. Commonzvealths: Loiisiana; Missouri. 

52. McCrady, History of South Carolina. 

54. Parkman^ The Old Regime in Canada. 

55. Gayarre, History of Louisiana. 

57. Hulbert, Historic Highways of America. (See Note.) 

58. HoucK, History of Missouri. 

59. Winsor, The Mississippi Basin. 

SUPPLEMENTAL 

Fortier, History of Louisiana. 

French, Historical Collections of Louisiana. 

Wallace, Illinois and Louisiana Under French Rule. 

Scharf, History of Saint Louis. 

The South in the Building of the Nation. 

Chittenden, The Fur Trade. 

NOTE 

54. Hulbert, The Historic Highzmys of America. An in- 
teresting series for general readers comiprising the following vol- 
umes : 

Paths of the Mound-Builders and Great Game Animals. 

Indian Thoroughfares. 

Washington's Road: The First Chapter of the French and 
Indian War. 

Braddock's Road. 

The Old Glade {Forbes' Road). 

Boone's Wilderness Road. 

Portage Paths: The Keys of the Continent. 

Military Roads of the^ Mississippi Basin. 

Watertifays of Westward Expansion. 

The Cumberland Road. 

Pioneer Roads of America. (2 vols.) 

The Great American Canals. (2 vols.) 

The Future of Road Makim;^ in America. 

19' 



TOPIC 13 

BEYOND THE ALLEGHANIES IN COLONIAL TIMES 

L SUBJECTS— Syllabus : 

1693-1744 

D, 2^, 28, 29, 61 a The region of the Illinois country ; its accessi- 
bility by many waterways. 

H, 27, 61 h The explorations of Le Sueur, Cadillac, Du- 

Luth and Charlevoix. 

G, 24, 60, 66 c The settlement of the Illinois country. 

58, 66 d The French notions of the value of the Mis- 

souri region. (Thought by them to be an 
inexhaustible so'urce of supply of skins, furs 
and minerals.) 

1763-1775 
D, F, G, 62 e Pontiac's war and the Proclamation of 1763. 
H, 44, 60, 65, 6'j f The Indian boundary line and the Treaty of 

Ft. Stanwix (1768). 
D, £,44,63, 64 g The founding of Tennessee (Watauga) and 

Kentucky ; the westward tide of migration ; 

the leaders : Boone, Robertson and Sevier. 
0,57,68,69 h The Quebec Act and the West; the causes 

leading to the threatened separation of the 

New West from the East. 

11. SELECTED READING: 

Hamilton, Colonisation of the South (III), Chs. XII, XXI. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (H), Chs. XI, XII. 
Jones, Colonization of the Middle States (IV), Chs. XV- 

XVII. 
Geer, The Louisiana Purchase (VIII), Ch. I. 
MuNRO, Canada (XI), Ch. V. 
McGee, Prehistoric N. Anier. (XIX), Ch. XVI. 

20 



IV. SUGGESTIONS— Instruction: 

ist. Get clearly in mind the importance of the Illinois country 
to the French. If the middle ground between Canada 
and Louisiana were possesses by any other power, 
New France would be cut into two widely separated 
and mutually inaccessible parts. The Illinois country 
was in a military sense the French center. Consult 
Joliet's map, Vol. Ill ; Ethnolog-ical map B, Vol. II ; 
Frontiers map. Vol. IV ; map of the Mississippi region. 
Vol. VIII ; Railroad map. Vol. XVII. 

2nd. Church (missionaries, notably the Jesuits) and State 
united to explore and possess the Illinois country. 
Many French names of rivers, hills, valleys, and towns 
still remain. Indian names of natural features were 
often modified by the French.. 

3rd. The vast Missouri region was too great for actual occu- 
pancy by the French ; their num-ber was toe small. 
They relied on the hunters and friendly relations with 
the tribes, also on the influence of the missionaries, to 
hold the Missouri country as a part of New France. 

4th. The supplanting of French by English power provoked 
the Indians into the rising known as Pontiac's con- 
spiracy. Soon English migration westward began, and 
Kentucky and Tennessee were founded. Notice the 
importance of transportation to any people, as exempli- 
fied in the early history of the New West. Transpor- 
tation was easiest southward down the rivers tributary 
to the Mississippi and thence to New Orleans and the 
Atlantic. This gave rise to the possibility of the iso- 
lation of the New West from the East. 

V. QUESTIONS: 

1. What was the extent of the Illinois country, and at what 

points did the French establish forts? 

2. Of what importance to France was control of this region ? 

3. Give an account of Pontiac's War. 

4. What causes led to the founding of Kentucky and Ten- 

nessee ? 

5. What conditions threatened to isolate the West from the 

East? 

21 



VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

D. Amer. Nation, Vols. VII, Ch. V; VIII, Ch, XIII. 

E. Avery, Vols. Ill, Ch. XXII ; IV, Ch. XIX ; V, Ch. X. 

F. "Contemporaries/' Vol. II, Ch. XXII. 

G. Hildreth, Chs. XXVI, XXVII, XXIX. 

H. Bancroft, Vol. II, P. II, Ch. Ill; Vol. Ill, Chs. IV, 
XVII, XXX. 

SPECIAL 

19. Handbook of American Indians. 

24. Parkman, La Salle and the Discovery of the West. The 
present knowledge of the early history of the West is 
limited. Parkman's are almost the only histories of 
great value in general use on this subject. The primary 
sources only, offer the means of thoroughly investigat- 
ing many important events of early Western history. 

27. Shea, Exploration of the Mississippi Valley. 

28. Shea, Early Voyages Up and Down the Mississippi. 

29. Charlevoix, History of Nczv France. 

44. Amer. Commonwealths: Kentucky, Missouri, 

57. Hulbert, Historic Highzvays of America. 

58. HoucK, History of Missouri. 

60. WiNsoR, The Westward Movement. 

61. Hinsdale, The Old Northwest. 

62. Parkman, The Conspiracy of Pontiac. 

62,. Butler, Kentucky from, its Exploration to 1813. 

64. Collins, History of Kentucky. A great storehouse of 

information. 

65. Carter, Great Britain and the Illinois Country. 

66. Donaldson, The Public Domain. 

67. Roosevelt, The Winning of the West. 

68. Turner, The Significance of the Frontier in American 

History. 

69. Kirk, Vanguard of the Revolution. 

supplemental 
The South in the Building of the Nation. 
Monette, History of the Mississippi Valley. 
Green^ The Spanish Conspiracy. 
Brown, Political Beginnings of Kentucky. 
Haywood, Civil and Political History of Tennessee. 
Thwaites, Daniel Boone. 

Alvord, The British Ministry and the Treaty of Fort Stan- 
wix, in Proceedings of the Wisconsin Historical Society 
Chittenden, The Fur Trade. 

22 



TOPIC 14 

THE ANGLO-FRENCH CONFLICT IN AMERICA 

I. SUBJECTS— Syllabus : 

A, c, D, E, 45 a The division of America by the Peace of 
Utrecht (1713). 

c, D, 59, 61 b The indefinite boundaries between the French 
and English in the Ohio and Mississippi 
valleys; made definite by the migration of 
English colonists, chiefly traders from Penn- 
sylvania, Virginia and the Carolinas. 

D, H, 5, 70 c A comparison of the Indian policies o'f France 

and England. 
c, D, 55, 57 d The rivalry of the English and French in the 
Ohio and Mississippi valleys in the middle 
of the eighteenth century. 

1751-1763 

E, 59, 70 e The taking of formal possession of the Ohio 

Valley by the French, 
c, 0,70,71,74 f The military operations of the French and 

Indian War; the epoch-making results of 

the war. 
D, E, 43, 45 g The Cherokee war resulting from the English 

acquisition of the Ohio Valley. 
D, E, 45, 72, y;^ h The American possessions of France and 

England after the Treaty of Paris (1763)- 

II. SELECTED READING: 

Hamilton, Colonization of the South (III), Chs. XVII, 
XVIII. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (H), Ch. XL 
Jones, Colonisation of the Middle States (IV), Chs. XIV, 

XVIII. 
James, Colonisation of New England (V), Ch. XXIII. 
Veditz, The Revolution (VI), Ch. I. 
MuNRO, Canada (XI), Chs. VII, VIII. 

23 



IV. SUGGESTIONS— Instruction : 

1st. Get the geography of the region of rivalry between Eng- 
land and France and note the different "principles of 
colonization" followed by the rival nations. Consult 
map of Frontiers, Vol. IV ; map of the Mississippi re- 
gion, Vol. VIII ; map of the St. Lawrence, Vol. XI ; 
Railroad map of the East, Vol. XVII. 

2nd. The inevitable "French and Indian War" (1751-1763), 
more correctly the French-English War for control of 
the "West," was one of the epoch-making wars of 
history. Its elements : 

The French View. 
a Political necessity for F'rance to confine the Ejiglish colo- 
nists to the region east of the Alleghanies — from 
Maine to Florida. 
b Economic necessity for France to keep the Indian tribes 
in their native seats as hunters to siqaply their mar- 
ket forever with furs and skins, fisband game; this 
meaning to continue North America as a primeval 
wilderness. 
C Military necessity for France to make alliances with the 
Indians and supply them with arms and ammunition 
to use in warfare ag-ainst the English. 
The English Viezv. 
a Economic necessity for the English colonists to have 
free access to the Ohio and Mississippi valleys for 
trade, hunting, and homes ; the French and Indians 
considered as quite alike and mere obstacles to be 
swept out of the way. 
b The opportunity of exterminating the Indians as savage 
and useless animals in possession of the land ; the 
wilderness to be transformed into farms and homes. 
c Military necessity for driving out the French as allies of 
the savages. 

3rd. Both the French and British used America as all na- 
tions, relatively, used India, e. g., for trade, with inci- 
dental conquest of spheres of influence ; while the Eng- 
lish began, though unwittingly, the first real coloniza- 
tion through transplanting their own people to 
populate the new lands. 

24 



4th. The struggle between the English and French in Amer- 
ica was fundamentally for control of a continent, 
and only a continuation of the ancient struggle of the 
two peoples for domination in Europe. The result was 
defined, for a time, by the Treaty of Paris, February, 
1763, Note the economic advantages possessed by the 
English in the French and Indian War. Carefully 
note the results of this war and the elements entering 
into it. (See portraits of Dinwiddie and Washington.) 

5t3h. Read the Collateral History with special care. Use the 
Chronological Tables in the volumes on colonization 
simultaneously, following the dates in order. Read 
the accounts of the French and Indian War in the 
three volumes on colonization and the volume on 
Canada as one narrative, written from different 
points of view. 

V. QUESTIONS: 

1. What elements of inevitable rivalry existed between the 

French and the English in North Ajmerica, 1607-1763? 

2. What claim, by international law or custom, had England 

to the Ohio and Mississippi valleys? V/hat claim had 
France to them ? What claim had the Indian tribes ? 

3. What was the condition of Louisiana during the war 

(1751-63)? 

4. Give a review of the "French and Indian War," with its 

results. 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. IV, Ch. VII ; V, Ch. VIII. 

B. FiSKE, New France and Neru England, Chs. VII-X. 
c. Channing, Vol. II, Chs. XVIIl", XIX. 

D. Amer. Nation, Vol. VII, Chs. VI-XVIII. 

E. Avery, Vols. Ill, Ch. X ; IV, Chs. I-XVIII. 

F. "Contemporaries," Vol. II, Chs. XTX. XX. 

G. HiLDRETH, Chs. XXIV, XXVI, XXVII. 

H. Bancroft. Vol. II, P. II, Chs. II-V VIII, X, XI, XIII- 
XVII, XIX. 

25 



SPECIAL 

5. Original Narratives: Indian and French Wars, 
19. Handbook of American Indians. 
2)^. KiNGSFORD, History of Canada. 
43. Beer, British Colonial Policy, 1754-1765. 
45. Lodge, English Colonies. 
55. Gayarre, History of Louisiana. 
57. HuLBERT, Historic Highzvays of America. 
59. WiNSOR, The Mississippi Basin. Valuaible. Relates the 
struggle in America between England and France, 1697- 
1763. 
61. Hinsdale, The Old Northzvest. 

70. Parkman, a Half-Century of Conflict. 

71. Bradley, The Fight with France for North America. 
y2. Claiborne, History of Mississippi. 

yT). LowRY AND McCardle, History of Mississippi. 
74. Parkman, Montcalm and Woife. 

supplemental 

Royce, Indian Land Cessions, in Eighteenth An. Rep. of 
the Bureau of American Ethnology. The introduction 
to this subject, by Cyrus Thomas, is the most valuable 
summary extant of the policy of the various colonies to- 
ward the Indians with respect to their lands. 

Fortier, History of Louisiana. 

Chapman, The French in the Allegheny Valley. 

McClung, Sketches of Western Adventure. 

Stone, Life of Sir William lohnson. 

VON Holst, a Constitutional and Political History of the 
United States (1750-1861). The work of an eminent 
German historian. Deals principally with the decade 
preceding the Civil War, Anti-'slavery and very severe 
in censure. 

Epochs of American History. 

The South in the Building of the Nation. 

Bryant and Gay, Vol. Ill, Chs. X-XII. 



26 



TOPIC 15 



COLONIAL LIFE IN THE SOUTH 

I. SUBJECTS— Syllabus : 

1705-1717 

c, D, H, 16 a The rapid spread and progress of British 
colonization in America and the causes. 

D, 15, 48, 79 b The three forms of colonial government: pro- 
prietary, corporate and royal, tending to be- 
come royal eventually. 

c,D,75,77,8o c Conditions in the southern colonies in the 
first quarter of the eighteenth century. 

1710-1768 

c, D, H, 16 d Intercolonial relations in the South ; trade 
jealousies; Indian affairs. 

D, F, 45, 78 e The state of religion and education in the 
southern colonies. 

16, 42, 45 / The era of progress and colonial develop- 

in the South. 

I 763- I 775 
D, F,45, 75, 78 g Life in Virginia, the Carolinas and Georgia 

at the close of the colonial period. 
D, H, 77, 80 h The beginnings of an American sentiment; 

conditions tending to unity. 
D, E, 76, 80, 81 i The results of the Stamp Act in the southern 

colonies. 

II. SELECTED READING: 

Hamilton, Colonisation of the South (HI), Chs. VIII, XIX. 

III. COLLATERAL HISTORY: 

Jones, Colonisation of the Middle States (IV), Ch. XIX. 
James, Colonisation of Nezv England (V), Chs. XX-XXII, 

XXIV. 
Veditz, The Revolution (VI), Chs. I-V. 
MuNRO, Canada (XI), Chs. VI, X, 

27 



IV. SUGGESTIONS— Instruction : 

1st. Note (i) the essentially ix>inilar basis of society in 
America as convparcd vvilli that in ICni^laiul ; (2) that 
governmental power in America ( Uritisli colonies) vvas 
'based niK)n grants (charters, jxitents) of the Crown; 
(3) that of necessity the assembly must become 
stronger in a democratic colony, whence the origin of 
the constant conilict between the colonial executive and 
colonial legislative bodies. The issue was generally 
taxation. 

2nd. Note the spread and growth of culture, reiinement and 
wealth in Carolina, centering at Charlestx)wn. 

3rd. Note the establishment and giwwtii of rigiits and privi- 
leges conformaible to those '•-^f iMiglaiul. and common 
to all the iMiglish colonies. Contrast the regime in 
these colonies witii that in New hVance. (See Collat- 
eral History reference.) 

4th. Consider the topic in contrast with colonial life in the 
Middle and New I'^ngland colonies. The Collateral 
History citations bear upon this. The rising senti- 
ment against the policy of (.n^eat Britain toward the 
colonies should be considered in the same manner. 

5th. Immigration to America was at its full strength ( for 
the colonial period) from T730-1750. Note t]\c vigor 
anil vitality i^f the settlements. 

6th. Get clearly in miml the econttmic condition of the colo- 
nists; the elements that operated for social strength. 

7tli. The English colonies had not stood together in close 
political or etxinomic relations (1607-1763), but at the 
•close of the French and Indian War tendencies dis- 
tinctly "American" arc recognized. Strained relations 
among the colonies toward Ivngland resulted in the 
common outburst of jirotest that followed the Stamp 
Act (1765). Though the Stamp Act was repealed the 
British Government insisted on the right to impose 
such a tax and the claim was denied by the colo- 
nists. The important thing is to get the full mean- 
ing- and consequence of imposing' economic bur- 
dens and restraints, or other obnoxious measures, on a 
people fast becoming able to otTer successful resistance 
and assume the responsibilities of independent govern- 
Unent. This is as true of nations as of individuals. 

8th. Exanu'ne the portraits of Page. TTabersham. Mason. 
Henry, Rutletlge, and others shown in same plates. 
28 



V. QUESTIONS: 

1. iSianie the essential elements of strength in the growth of 

the Jlritisli colonics. 

2. Why were the colonies isolated one from another? 

3. What were the characteristics of life in Virginia? North 

Carolina? South Carolina? Georgia? 

4. Of what importance were the labors of Whitefield and tlie 

Wesleys ? 

5. State the causes and conditions which gradually ^leveloiped 

a distinctly American sentiment among the i''.nglish colo- 
nists. 

6. What is the essential significance of the Virginia Resolu- 

tions ? 

VI. CONTEMPORARY REFERENCES— Bibliograpliy : 

GENKRAI. U. S. IIISTOKIIIS 

li. FiSKE, The American Revoiution, Ch. I. 

c. Channinc;, Vol. II, Chs. XV-XVII. 

D. Amer. Nation, Vols. VI, Chs. XIl-XVlII ; \'11I, Chs. I- 

XII. 
K. Avery, Vols. Ill, Chs. XI, XII, XVI, XXV; V, Chs. I- 

III. 

F. "Contemporaries/' Vol. II, Qis. V-XI, XVI. 

G. HiLURETii, Chs. XXV, XXVIII, XXIX. 

H. Bancroft, Vol. II, P. II, Chs. I, VI ; Vol. Ill, Chs. V-XII, 
XXXIII. 

SPECIAL 

i6. Doyle, English Colonies in America. 

42. Hamilton, Colonial Mobile. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 

75. Fisher, Men, Women and Manners in Colonial Times. 

76. Lecky, England in the Itighteenfh Century. Chapters on 

The American Rez'olution. 
yy. RoGART, Economic History of the Ignited States. Traces 
the progress of agriculture, labor, trans]>ortation, com- 
merce and population. 

78. Tyler, History of American Liter attire During the Colo- 

nial Times. 

79. Green, The Proznncial Governor. 

80. Frothingtiam, Rise of the Republic. An important work 

leading up from earlv colonial times. 

81. Amer. Statesmen: Washington, Patrick Henry, Marshall, 

Jefferson. (See Note.) 

29 



SUPPLEMENTAL 

Bryant and Gay, Vol. Ill, Ch. XIII. 

Anderson^ History of the Colonial Church. 

Journal of Jacob Fithian. 

Commons (et. al., editors), Documentary History of Ameri- 
can Industrial Society, Vol. I. 

Beer, Commercial Policy of England toward the American 
Colonies. The best work on the subject. 

Howard, Introduction to Local Constitutional History. 

Stedman and Hutchinson, Library of American Literature, 
Vols. I and II. 

McKinley, Suffrage Franchise in the Thirteen Colonies. 

Lalor, Cyclopaedia of Pol. Sc, etc. 

Epochs of American History. 

The South in the Building of the Nation. 

NOTE 

74. American Statesmen. A standard series of biographies of 
famous Americans. The authors of the 32 volumes are, in the 
main, able writers. The biographies are of : 



Franklin . 


Gallatin. 


Lincoln. 


Adams, Sam' I. 


Monroe. 


Seward. 


Henry, Patrick 


Adams, J. Q. 


Chase. 


Washington. 


Randolph. 


Adams, C. F. 


Adams, John. 


Jackson, And. 


Sumner. 


Hamilton. 


Van Buren. 


Stevens. 


Morris, G. 


Clay. 


Blaine. 


Jay. 


Webster. 


Sherman. 


Marshall 


Calhoun. 


Grant. 


Jefferson. 


Benton. 


McKinley. 


Madison. 


Cass. 





30 



Copyright, 1912, hy R. E. Beall 






American History 
and Institutions 



Complete in Four Courses (Five Parts to Each 

Course) ; Presented in 160 Topics, 

Each Complete in Itself. 



PREPARED BY 
Francis Newton Thorpe, Ph. D., LL. D. 

Professor of American Constitutional History, 
University of Pennsylvania, 1885-1898; now 
Professor of Political Science and Constitutional 
Law, University of Pittsburgh. 

ADVISORY INSTRUCTORS 
Edwin Piatt Tanner, Ph. D. 

Associate Professor of History, Syracuse Uni- 
versity. 

Clarence A. Dykstra, A. B. 

Associate Professor of American History and 
Political Science, University of Kansas. 

George Petrie, Ph. D. 

Professor of History, Alabama Polytechnic 
Institute. 

Clarence Walworth Alvord, Ph. D. 

Associate Professor of History, University of 
Illinois. 

IN COLLABORATION WITH 

Peter Joseph Hamilton, A, M,, LL. D. 

Historiein. 

Frederick W. Hodge 

Ethnologist -in - Charge, Bureau of American 
Ethnology, Smithsonian Institution. 



ROBERT EDGAR BEALL. 

Managing Elditor. 

Courses conducted under the direction of 
THE HOME UNIVERSITY LEAGUE 



Issued by 

THE HOME UNIVERSITY LEAGUE. Inc.. 

Philadelphia, Pa. 



Corresponding to Volume IV of 

The History of North America. 



Course 1 



Part III 



Under the special supervision of DR. TANNER 



Reference and 
Instruction Guide 



SUBJECT 

THE COLONIZATION OF THE MID- 
DLE STATES AND MARYLAND 
Period: 1609-1769 

TOPICS 

No. 16. Early Dutch and Swedish Set- 
tlements in America. 

17. The early relations of the 

Dutch, Swedes and English 
on the Delaware; Dutch 
Conquest of New Sweden. 

18. English Conquest and Rule of 

New Netherland. 

19. (a) Migration of the oppressed 

to America. 
(6) The Settlement of Mary- 
land. 

20. (a) The Evolution of New 

Jersey. 
(£>) Penn's " Holy Experi- 
ment." 

21. The Revolution of 1638, and 

the Middle Colonies after 
the flight of James II. 

22. The Growth of the Middle Col- 

onies from 1714 to 17S4. 

23. The Middle Colonies from the 

beginning of the French and 
Indian War to the first stages 
of the Revolution. 



TOPIC 16 

EARLY DUTCH AND SWEDISH SETTLEMENTS IN 

AMERICA 

I. SUBJECTS— Syllabus: 

1 609- 1 647 
A, B, 35 a Holland, the Queen of Commerce, A. D. 

1600, 

A, B, c, 35, 36 b The Dutch East India and West India Com- 

panies. 

B, E. 5, 34, ^y c Hudson's explorations ; the trading;;- posts es- 

tablished in the Hudson Valley. 

B, c, 16, 35, 36 d The Walloons settlemenit on Staten Island ; 
the! purchase of Manhattan. 

B, 15, 16, 35, 36 e The difficulties o,f the Dutch with the Indians 
and the English settlers. 

6,11,15,36,44/" The charter of Privileges and Exemptions; 
the results of abolishing the trading mon- 
opoly. 

B, 15, 35, 36, 44 g The career of director Kieft. 

I 623- I 647 

A, B, c, 35, 36 h The settlement of the Dutch on the Dela- 
ware. 

A, B, 35, 36, 83 i The Swedish settlements on the Delaware. 

B, 35, 36, 83 j The activities of William Usselincx and Peter 

Minuit. 

B, 35, 36 k The Dutch colonists under Swedish rule. 

B, 35, 36, 38,84 / English attempts at settlement on the Dela- 
ware. 

A, B, ^6, 82, 83 m The clash of the Dutch and Swedes on the 

Delaware. 

B, 15,35, 36, 82 w The oppressive policy of Peter Stuyvesant. 

II. SELECTED READING: 

Jones, Colonization of the Middle States (IV), Chs. I, 11. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (11), Ch. VII. 
Hamilton, Coloni::aiion of the South (III), Ch. IV. 
James. Colonisation of Nezu England (V), Ch. I. 
MuNRo, Canada (XI), Ch. II. 

3 



IV. SUGGESTIONS— Instruction: 

1st. Read the Introduction and Preface, and constantly con- 
sult the Chronological Table and the Index (Vol. XX) 
while pursuing- the readings cited in the eight topics 
on the colonization of tJie Middle States and Mary- 
land. Make comparisons also with the chronological 
tables in the volumes on the colonization of the South 
and New England. 

2nd. Commercial supremacy means national power. Hol- 
land falls heir to Spain's supremiacy in trade (1600), 
and, under the stimulus of the prosperity, plans and 
plants colonics in America ; hence New Netherland. 
Get clearly in mind the significance of commercial 
power as an international element (European ]:)olitics) 
at this time, the first half of the seventeenth century. 

3rd. The English and Dutch were bound to chsh in the 
Hudson and Connecticut valleys. The Dutch estab- 
lished forts to protect their trade. The element of 
agriculture was subordinated by the Dutch to that of 
Indian barter and trade — the policy of the French in 
Canada. Note particularly (as now considered) the 
limitations of the charter -of Privileges and Exemp- 
tions. 

4th. The Dutch pushed colonization in the Delaware Valley, 
and Sweden. aflFected like its neighbors by aspiration 
for place and power, projected a colonial scheme for 
New Sweden in America. Get the geography clearly 
in uiind. Notice the points of resemblance and of 
difference in the Swedish and Dutch schemes and why 
these two peoples came to war along the Delaware. 
Consider the religious differences £nd clash of com- 
mercial interests. Such differences often cause war. 

5th. Consult maps of New Sweden, IManhattan. New Aiuster- 
dam and early German map. Vol. IV. Compare with 
Ethnoloigcal map B, Yol. II ; Migrations map. Vol. 
XIX: Eastern Railroad map. \'ol. XVITI. (See illus- 
tration : Manhattan Island purchased for sixty guild- 
ers. 
V. QUESTIONS: 

1. Haw were the Dutch, by race, numbers, ideas, and power, 

prepared to become a successful colonizing" nation? 

2. Give an account of the two Dutch Companies, the East 

India and the West India, and the results that followed 
the organization of them. 



Questions — Continued. 

3. What permanent results followed Dutch acquisition of 

Manhattan ? 

4. Why did the Swedes come to the Delaware Valley? Had 

they a rip^ht to coinie? 

5. What was the economic policy of the Dutch in American 

colonization ? 

6. Why did the Dutch not maintain their early advantage ? 

VI. CO'NTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. IV, Ch. VIII. Dutch, Swiedes, Bibli- 

ography. 

B. FisKE, Dutch and Quaker Colonies, Chs. I-V. 
c. Channing, Vol. I, Oh. XVI, 

E. AvERY, Vol. II, Chs. IV, XI. 

F. "Contemporaries;' Vol. I, Ch. XXII. 

G. HiLDRETH, Ch. V. 

H. Bancroft, Vol. I, P. II, Chs. XII, XIII. 

SPECIAL 

5. Original Narratifues: Nezv N etherland. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. DoYLE, English Colonies. 

19. Handbook of American Indians. 

34. Read, Henry Hudson. 

35. Brodhead, History of A^rzc York. 

36. O'Callaghan, A^civ Nctherland. 

T^y. Aeber, Henry Hudson the Navigator. 

44. Amer. Commonxvealths: Nezv York; New Jersey. 

45. Lodge, English Colonies. 

82. Tuckerman, Peter Stuyvesant, in Makers of America. 

83. Johnson, Szvcdish. Settlements on the Delazmre. 

84. Levermore, The Republic of Nezv Haven. 

supplemental 
Thorpe, Charters and Constitutions. For early charters. 
Documents Relating to the Colonial^ History of the State of 

Nezv York. (15 vols.) 
New York Historical Society, Collections. 
The Duke of York's Book of Lazvs. 
Ferris, Original Settlements on the Delazvare. 
Neill, English Colonization in America. 
Bryant and Gay, Vol. I, Chs. XIII, XVII. 
Jameson, Willem Usselinx. 



TOPIC 17 

THE EARLY RELATIONS OF THE DUTCH, SWEDES, 

AND ENGLISH ON THE DELAWARE; DUTCH 

CONQUEST OF NEW SWEDEN 

I. SUBJECTS— Syllabus: 

1621-1647 

A, B, c, n, 86 a The strug-gle between the Dutch, Swedes and 

English on the Delaware as a reflection of 
political strife and conditions in Europe ; 
England's rise to first place as a world- 
power. 

B, c. 15, 16, 36 b The confusion of charters and land grants in 

America; cause; test of ownership. 

B, E, 35, 36, 84 c The successive steps in the "clash of nation- 
alities on the Delaware" ; religious differ- 
ences, trade competition and social animosi- 
ties. 

1623-1655 _ 

B, H, 86 d The love of ever-increasing territory as the 

dominating principle of European politics. 

B,H, 86 e The uniting of Protestant nations in Europe, 

despite differences, because of their fear of 
the Roman Catholic nations. 

Bj 16,35, 365 45 / The reasons for delay in the outbreak of hos- 
tilities between the Dutch, Swedes and 
English in America. 
1647-1655 

A, B, 16, 35, 36 or The quarrels of the Swedes and Dutch in 

New Sweden. 

B, 16, 35, 36 h Stuyvesant's ag^gressive policy toward New 

Sweden. 
B, 16,35, 36, 44 i The military movements of the Dutch against 
New Sweden ; the end of New Sweden. 

II. SELECTED READING: 

Jones, Colonisation of the Middle States (IV), Chs. III-V. 

6 



III. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (HI), Chs. V, VL 
James, Colonisation of New England (V), Chs, II-IV. 
MuNRo, Canada (XI), Ch. HI. 

IV. SUGGESTIONS— Instruction: 

1st. The dispute in America between the Swedes and Dutch 
was chiefly one of right to occupancy of land, the 
Dutch claiming- the prior right by reason of Hudson's 
voyage and discovery. The Swedes were trespassers, 
in Dutch eyes, unless they swore allegiance to the 
Dutch ; hence the war. Outline carefully the succes- 
sive steps in the clash of nationalities on the Delaware. 
National supremacy in America rested with the Euro- 
pean power which should plant the most men and 
women in the territory, and there secure them homes. 
The test of ownership was the actual possession and 
occupancy of the land. 

2nd. A more or less common Protestantism restrained the 
Dutch, Swedes and English from war over the region 
from Maryland to New England. Get clearly in mind 
the significance of the discussion as between the 
Protestant and Roman Catholic nations of Europe. 

3rd. Note that the local government of New Netherland was 
illiberal, paternal and tyrannical, rather than popular; 
consequently, there were repeated popular demands for 
a "charter of rights" ; one is granted, but notice its 
limitations. 

4th. For the conquest of New Sweden, consult the maps 
covering the territory which have been previously 
cited. 
V. QUESTIONS: 

I. Wihat first claimi to the region (New Sweden) had the 
Dutch, if any? 

2. Had the English a better claim than either the Dtitdh or 

the Swedes? Explain. 

3. What was essentially the cause of discontent in the gov- 

ernment of New Netherland? 

4. What was the character of the Dutch governors of New 

York? 

5. Explain the significance of "unity of faith" as a bond of 

peace among the Dutch, the Swedes and the English 
r Holland. vSweden, England). 

6. Why was the Dutch conquest of New Sweden (1647- 

1655) inevitable? Wlhat did the Swedes lose and gain? 
7 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. IV, Ch. IX and Bibliography. 

B. FiSKE, Dutch and Quaker Colonies, Ch. VIII. 
c. Channing, Vol. I, Ch. XVII. 

E. Avery, Vol. II, Ch. XII. 

F. ''Contemporaries/' Vol. I, Ch. XXIV. 

G. HiLDRETH, Ch. XIII. 

H. Bancroft, Vol. I, P. II, Chs. XII, XIII. 

SPECIAL 

15. Osgood, The Atnerican Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonics. 

35. Brodhead, History of New York. 

36. O'Callaghan, New Netherland. 

44. Amer. Commonwealths: New Jersey. 

45. Lodge, English Colonies. 

84. Levermore, Republic of New Haven. 

85. Lee, History of Neiv Jersey. See as to Swedes and Dutch. 

86. Green, History of the English People. Topics on the 

Reformation ; Holland colonies. 

supplemental 

McKinley, Suffrage Franchise in the Thirteen Colonies. 

See early New York (Long Island) and New Jersey 

Swedes. 
O'Callaghan, Documentary Jlistory of New York. 
Smith, History of the Colony of Nova Caesaria or New 

Jersey. 
Ferris, Original Settlements on the Delaware. 
Neill, English Colonization of America. 
New Jersey Archives. 
Documents Relating to the Colonial History of the State of 

New York. 
Bryant and Gay, Vol. I, Oh. XVII. 



TOPIC 18 

ENGLISH CONQUEST AND RULE OF NEW NETH- 

ERLAND 

L SUfejECTS— Syllabus. 

1655-1664 

A, 6,15.87, 88 a The first Navigation (British Tariff) Act, 

the beginning of a new commercial era 
which led to American independence a cen- 
tury and a quarter later. 

B, c, D, 81 h The war between Holland and England fol- 

lowing commercial rivalry — Holland power- 
ful by sea, but weak in its American col- 
ony. 

8,16,35,36,82 c The quarrels between the Dutch colonies in 
New Netherland and the English; the ad- 
ministration of Stuyvesant. 

8,0,36,82,89 d The dis]:)utes toetween New Netherland and 
New England. 

B, c, 15, 16, 86 e England's plan to acquire New Netherland 
following the death of Cromwell and the 
restoration of the Stuarts. 

B, F, H, 35, 36 f The Duke of York's expedition against New 
Netherland; its surrender to the English. 

1664-1685. 

B, E, H, 16,44 ^ The changing of the name of New Nether- 
land to New York; the Duke of York's 
laws ; the Peace of Breda. 

I5>i6,35,44, 45 h The recapture of New York by the Dutch; 
its restoration to the English. 

D,I2, 16, 25, 35 i The effect of the hostility of the Iroquois 
(Five Nations) on the affairs of New York. 

c, D, 15, 16,35 y The effect of the death of Charles II on the 
political conditions of New York. 

c, D, 15, 16, 35 k The recognition of popular rights in New 
York: the demand and grant of a legisla- 
tive assembly. 

B,H,i5, 16,35 / The Charter of Liberty and Privileges. 



II. SELECTED READING: 

Jones, Colonhation of the Middle States (IV), Chs. VI, 
VII. 



III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. VII. 
James, Coloniaation of New England (V), Chs. IX-XV. 
MuNRO, Canada (XI), Ch. V. 
McGee, Prehistoric N. Amer. (XIX), Ch. XV. 



IV. SUGGESTIONS— Instruction : 

1st. Notice the domination of colonies in America (Dutch, 
English) by European politics, induced by commercial 
rivalry. 

2nd. Note the causes leading to the acquisition of New 
Netherland by England: (i) title, (2) trade, (3) 
favoritism of Charles II, (4) English-European poli- 
tics, (s) growing supremacy of England in Europe. 

3rd. Consider whether the democratic results of popular gov- 
ernment, "Charter of Liberties and Privileges," etc., 
were incident to local conditions or to European poli- 
tics. 

4th. Consult map of Manhattan and early German map. 
(See portrait of Stuyvesant.) 

5th. Read particularly the Collateral History for the por- 
tions of the topic relating to New England and the 
Indians. 



V. QUESTIONS: 

1. What causes led to war between Holland and England 

(1652) and what were the eflfects in America? 

2. What was Cromwell's attitude toward the Dutch? 

3. What defense can be made for Stuyvesant's policy? 

4. Did England obtain New Netherland justly and fairly? 

State reasons. 

5. What conditions and changes, do you think, indicate that 

the people of New Netherland were better ofif under 
English than Dutch rule? 

10 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. Ill, Ch. X; IV, Ch. VIII. 

B. FiSKE^ Dutch and Quaker Colonics, Chs. V-XI. 
c. Channing, Vol. II, Chs. I, II, V. 

D. Amcr. Nation, Vols. IV, Ch. XVII ; V, Chs. V, VI. 

E. Avery, Vols. II, Ch. XI ; III, Ch. IV. 

F. "Contemporaries," Vol. I, Ch. XXIII. 

G. Hildreth, Chs. V, XIII, XVII. 

H. Bancroft, Vol. I, P. II, Chs. XIII, XIV. 

SPECIAL 

5, Original Narratives: New Netherland. 
12. Trail Makers: The Five Indian Nations. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. 

19. Handbook of American Indians. 

25. Parkman, Frontcnac and New France. 

35. Brodhead, History of Nezv York. 

36. O'Callaghan, Nezu Netherland. 

44. Amer. C ommonwealths : Nezv York. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 
82. TucKERMAN, Pctcr Stuyvcsant, in Makers of America. 

86. Green, History of the English People. 

87. Beer, Origins of the British Colonial System. 

88. Egerton, Short History of British Colonial Policy. 

89. Palfrey, History of Nezv England. 

SUPPLEMENTAL 

McKiNLEY, Suffrage Franchise in the Thirteen Colonies. 

Long- Island, New York. 
The Duke of York's Book of Lazvs. 
Thorpe, Charters and Constitutions. 
Curtis. Constitutional History of the United States. 
New York Historical Society, Collections. 
Documents Relating to the Colonial History of the State of 

New York. 
Bryant and Gay, Vols. I, Ch. XVI ; II, Chs. VI-VIII, X, XI, 

XIV. 

II 



TOPIC 19 

a. MIGRATION OF THE OPPRESSED TO AMERICA 

b. THE SETTLEMENT OF MARYLAND 

I. SUBJECT— Syllabus : 

1 620- 1 755 
The emigration to America as a refuge for peoples oppressed 
by religious persecutions: 

B, D, 16, 40, 45 a bVom France : the IVaUoons to the Hudson 
Valley ; the Huguenots to New York, 
Maryland, the Carolinas' and Georgia. 

B, 0,16,90,98 b From England: the Puritans to New Eng- 
land, New Netherland (New Jersey) and 
Maryland; the Friends (called Quakers by 
their enemies) to New England, New 
Netherland, Maryland, New Jersey, but 
to Pennsylvania principally; the Roman 
Catholics to Maryland, later to New York 
and Pennsylvania. 

D, 45, 94, 95 c From German}' : the Mennonitcs and Luther- 
ans to Pennsylvania; the Palatines (Ger- 
man Protestants) to the Hudson and Mo- 
hawk valleys, Maryland and Pennsylvania 
(sometimes called the "Pennsylvania 
Dutch") ; the Moravians to Georgia, Penn- 
sylvania (Bethlehem, Nazareth), later in 
Ohio, Indiana, Maryland and Virginia ; the 
Tnnkers (Dunkards) to Pennsylvania (Ger- 
manto'wn ) . 

B, D, 16, 45 d From Italy; the Waldensians to New York, 
Pennsylvania. 

B, D^ 16, 45 e From Holland : the Lahadists to New York, 
Pennsylvania and Maryland ; the Jezvs (also 
from England, Germany, Switzerland and 
France) to New York and Philadelphia 
principally, but also to other seaports. 

D, E, H, 45 / From Nova Scotia (Acadia): the Acadians 

(mostly French Roman Catholics) to New 
Orleans and the English colonies generally. 

T2 



1632- 1685 

B,i5,i6, 93»9^ S Lord Baltimore's experiment of an "asylum 
for conscience." 

0,15,16,96,97 h The beginnings of Maryland. 

B, 0,96,97,98 i Claiborne's rebellion. 

0,15,16,96,97 y The changes in the government of Maryland. 

0,15,16,96,98 k The "Act of Toleration;" its repeal; the re- 
gime of religious intolerance ; the Tolera- 
tion Act made perpetual. 

D, 16, 96, 97 / Maryland boundary disputes. 

II. SELECTED READING: 

Jones, Colonization of the Middle States and Maryland 
(IV), Chs. VIII, IX. 

III. CO'LLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. IV. 
Hamilton, Colonisation of the South (III), Ch. VII. 
James, Colonization of Neiv England (V), Chs. V-VIII. 
MuNRo, Canada (XI), Ch. XIX. 

IV. SUGGESTIONS— Instruction: 

1st. Get clearly in mind the origin of the persecuted sects, 
their history and character, the localities in which they 
settled in America, and what elements of strength they 
added to the colonies. 

2nd. Read the Collateral History with reference particularly 
to the migration of religious sects. 

3rd. Note the early career of George Calvert (First Lord 
Baltimore) and his influence; also the feudal charac- 
ter of the Maryland charter, and the relation of the 
proprietor to land holding. The contest between the 
proprietor and the Maryland Assembly did not end 
imtil the Revolution. 

4th. Learn the cause of Lord Baltimore's troubles in Mary- 
land. 

5th. Get as clearly as possible the boundaries of Maryland 
as claimed by Lord Baltimore. Refer to Maryland 
Charter (Index, Vol. XX). Consult map of Mary- 
land. Vol. TV; Ethnological map B, Vol. II; Migra- 
tions map. Vol. XIX ; Railroad maps, Vols. XVII, 
XVTII. 

13 



V. QUESTIONS: 

1. What apology, if any, can be made for the "persecuition of 

sects"? 

2. To what extent was this persecution in Europe advantag- 

eous to America? 

3. W'hat was the Maryland Act of Toleration? When 

passed ? To whom applicable ? By what authority made 
permanent ? 

4. Was Maryland the first colony to permit religious free- 

dom ? Explain. 

5. What was the real cause of difficulty between Lord P)alti- 

more and Claiborne? 

6. Of what importance was the boundary dispute between 

Pennsylvania and Maryland? How did it originally 
arise ? 

VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Ch. XIII. Consult Bibliography and 

Indexes, 

B. FiSKE, Old Virginia and Her Neighbors, Qis. VIIT, IX, 

XIII ; Dutch and Quaker Colonics, Ch. XVII. 
c. Channing, Vols. I, Ch. IX ; II, Qi. XIV. 

D. Amer. Nation. Vols. I, Chs. IX-XI ; IV, Chs. VII, VIII; 

V, Ch. XV. 

E. Avery. Vols. II, Ch. X ; III, Ch. III. 

F. "Contemporaries;' Vol. I, Chs. VIII, XI, XIII. 

G. HiLDRETH, OlS. VIII, XI, XV. 

H. Bancroft, Vols. I, Qis. X, XI; II, Chs. IX, XV, XX. 

SPECIAL 

5. Original Narratives-' Maryland. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. DoYLE, English Colonies. 

40, Baird, Huguenot Emigration. 

44. Amer. Commonivealths: Maryland. 

45. Lodge, English Colonies. 

90. BowDEN. History of Friends in America. 

91. Besse. Sufferings of the People called Quakers. (See 

Note.) 

92. Davis, Day-Star of American Freedom. Maryland. 

i4 



Special — Continued. 

93. Browne, George and Cccilius Calvert, Barons Baltimore 

of Baltimore, in Makers of America. 

94. Cobb, Story of the Palatines. 

95. Faust, Gernvan Element in the United States. 

96. McS KERRY, History of Maryland, 

97. ScHARF, History of Maryland. 

98. Russell, Maryland the Land of Sanctuary. 

99. Hughes, History of the' Society of Jesus in North Amer- 

ica. 

SUPPLEMENTAL 

Hazard, History of Pennsylvania. Maryland-Pennsylvania 
affairs. 

Maryland Historical Society, Publications; Calvert Papers, 
etc. 

Clarke, The Puritan Controversy in Maryland, in The Catho- 
lic World (Dec, 1875, Oct., 1883). 

Johns Hopkins University Studies. Consult pamphlets on 
Church and State in Maryland, Maryland Manors, Rela- 
tions of Virginia and Maryland, etc. 

Maryland Archives. 

Johnson, The Foundation of Maryland. 

Bryant and Gay, Vols. I, Chs. XVHI, XIX; H, Ch. IX. 

McMahon, History of Maryland. A study of government. 

Neill, The Founders of Maryland. 

Neill, Maryland Not a Roman Catholic Colony. 

Mereness, Maryland as a Proprietary Colony. A scientific 
study. 

Force, Tracts: Maryland and Virginia Boundary; Leah and 
Rachel, etc. 

The South in tlie Building of the Nation. 

note 

The various sects dealt with in the topic have the sub- 
ject of extensive investigation, resulting in many pamphlets, chap- 
ters in books and special treatises. The list is very long. At 
the Historical Society of Pennsylvania, Philadelphia, for instance, 
may be found numerous records, pamphlets, books, etc., bearing 
on the subject. 



15 



TOPIC 20 

a. THE EVOLUTION OF NEW JERSEY 

b. PENN'S "HOLY EXPERIMENT" 

L SUBJECTS— Syllabus : 

1614-1685 

A, D, E, 16, 85 a The settlement of New Jersey. 

B, D, 15, 16, 100 & The territorial grant of Nova Caesaria to 

Berkeley and Carteret. 

D,F, 15, 16,100 c The Concessions and Agreements and the 
Fundamental Agreement (constitutions) ; 
the first New Jersey Assembly. 

B, D, 16, 85 d Indian aflfairs and relations with the New Jer- 
sey settlers. 

B,D,I5, 16,100 e The separation of East and West Jersey. 

B_, 15, 16 / The Jerseys under the Dutch; the restoration 

to the English. 

B,D,E, 16,85 g The Quaker regime in West Jersey. 

D, 15, 16, 100 h New Jersey relations witli New York; boun- 
dary difficulties. 
1681-1685 

B, 86, 102, 103 i Religious toleration in England under Crom- 
well. 

0,15,16,104,106; Penn's charter — grant of Pennsylvania by 
James II. 

0,15,16,107,108 k Penn's Frame of Government ; the Great Law 
of Pennsylvania. 

B.H, 16,104,107 / The founding of Phihdelphia. 

B,n,i6,i04,i07 m Penn'streaty with the Indians ; Indian rela- 
tions with the Pennsylvania settlers. 

0,5,15,16,107 n The first General Assembly of Pennsylvania: 
Acts of the Assembly ; beginning of struggle 
for power by the Assembly. 

B,c,D,i07,io8 Immigration to Pennsylvania : conditions in 
the province (labor, schools, religion, rights, 
laws). 

D,E,io6,iog p The separation of Delaware from Pennsyl- 
vania. 

16 



II. SELECTED READING: 

Jones, Colonkation of the Middle States (IV), Chs. X, XI. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (H), Ch. VI. 
Hamilton, Colonization of the South (HI), Chs. XII, XIII. 
James, Colonization of Neiu England (V), Chs. XIV-XVI. 
Geer, The Louisiana PurcMse (VIll), Ch. VI. 
McGee, Prehistoric N. Anier. (XIX), Chs. XVI, XXI. 

IV. SUGGESTIONS— Instruction: 

1st. See map of New Sweden, and East and West Jersey 
map, Vol. IV ; Ethnological map B, Vol. II ; Migra- 
tions map. Vol. XIX ; map of the Mississippi region, 
Vol. VIII; Eastern Railn)ad map, Vol. XVIII. Get 
clearly in mind the different territorial claims of Euro- 
pean nations in America in the sixteenth and seven- 
teenth centuries (English, Dutch, Swedish), and the 
overlapping land grants. Notice the migration to New 
Jersey and New England. 

2nd. Get as clearly as you can the Duke of York's relations 
with New Jersey ; also the facts respecting the Funda- 
mental Principles of Government. 

3rd. Examine into the causes for se])aration into East and 
West Jersey (observe the map). 

4th. Get clearly in mind the Dutch influence in New Jersey ; 
note Penn's entrance into New Jersey matters and the 
main features of Quaker government in New Jersey. 

5th. Get clearly the relations of New Jersey to the province 
of New York. 

6th. The protectorate of Cromwell is the beginning of reli- 
gious toleration in England, and practically m Amer- 
ica. 

7th. Follow carefully the career of Penn and his liberal 
work in founding Pennsylvania ; also make an abstract 
of his principles of government as derivable from his 
character, his "Frame of Government" and the "Great 
Law." (See portraits of Wilh'am and Hannah Penn, 
Penn's "Armor" portrait, and fac-similes from Penn's 
Frame of Government.) 

8th. The province of Pennsylvania contained a diverse popu- 
lation. Note the nationalities and sects ; also the demo- 
cratic movement started from the inception of the 
province. 

17 



V. QUESTIONS : 

1. What principles of government were outlined in /the 

"Concessions and Agreements"? 

2. What evidence exists to-day of an East Jersey and West 

Jersey ? 

3. Why was New Jersey so varied in its local interests, and 

seemingly lacking in social and political unity and co- 
hesion? Did its diverse population conduce to dissen- 
sions, unity, toleration, material prosperty? Explain. 

4. How did the founding of Pennsylvania differ from that 

of other English colonies? 

5. Compare New York, New Jersey and Pennsylvania as 

provinces, down to 1685. 

6. What were the opportunities open to youth in life, wealth, 

honor, etc., in these colonies? Were they more or less 
than to-day? 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Chs. XI, XII. 

B. FiSKE, Dutch and Quaker Colonies, Chs. VIII, XII. 
c. Channing, Vol. II, Chs. II, IV. 

D. Amer. Nation, Vol. V, Chs. VII, VIII. XI. 

E. Avery, Vol. Ill, Ch. VI. 

F. "Contemporaries," Vol. I, Chs. XXIV, XXV. 

G. HiLDRETH, Ch. XVII. 

H. Bancroft, Vol. I, P. II, Chs. XIV-XVI. 

SPECIAL 

5. Original Narratives: Pennsylvania. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. New Jersey, Pennsylvania, 

Delaware. 

44. Amer. C ommomvealths : Nezv Jersey, Pennsylvania. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 

85. Lee, History of Neiu Jersey. 

86, Green, History of the English People. 

89. Palfrey, History of Nezv England. 

90. BowDEN, History of Friends in America. 

91. Besse, Sufferings of the People Called Quakers. 
TOO. Tanner, The Province of Nezv Jersey. 

loi. Mellick, The Story of an Old Farm. New Jersey Life. 
102. Carlyle, Cronizvell. 

18 



Special — Continued. 

103. Macaulay, History of England. 

104. Janney, Life of Penn. 

105. Egle, History of Pennsylvania. 

106. Fisher^ The Making of Pennsylvania. 

107. Fisher^ History of Pennsylvania. 

108. Sharpless, Quaker Government in Pennsylvania. 

109. Conrad, History of Delaware. 

supplemental 

Smith, History of the Colony of Nova Caesaria, or Nezv 
Jersey. 

New Jersey Archives. 

New Jersey Historical Society, Collections. 

Hazard, Annals. Pennsylvania. 

Pennsylvania Magazine of History and Biography. The 
storehouse for the local history of the Middle colonies. 

Hazard, Reports of Pennsylvania. 

McKiNLEY, Suffrage Franchise in the Thirteen Colonies. 

The Duke of York's Book of Laws. 

Curtis, Constitutional History of the United States. 

Proud, History of Pennsylvania. 

The Historical Society of Pennsylvania, Memoirs. 

Shepherd, History of Proprietary Government in Pennsyl- 
vania. 

MacDonald, Select Charters and Other Documents Illustra- 
tive of American History. For Penn's "Frame of Gov- 
ernment." 

Bryant and Gay, Vol. II, Ch. XX. 



19 



TOPIC 21 

THE REVOLUTION OF 1688, AND THE MIDDLE COL- 
ONIES AFTER THE FLIGHT OF JAMES II 

I. SUBJECTS— Syllabus: 

1685-1691 

A,c,88,ioo, 103 a European politics as a factor in determining 
the policy of England toward the American 
colonies. 

B, 16, 25, 35 b The plan of Louis XIV to overthrow New 
York ; the beginning of the end of French 
power in America. 

c,D,i5,i6,89 c The designs of James II in uniting the govern- 
ment of New York, the Jerseys and New 
England. 

c, D, 15, 16,89 ^ The administration of Sir Edmund Andros. 

c, F, H, 15, 89 e The Revolution of 1688. 

B, F, 15, 16,35 / The career of Jacob Leisler; the Schenectady 
massacre and its results. 

c, D, 15, 16, 96 or The Maryland Revolution ; the church of Eng- 
land established. 
1692-1714 

B, 0,15,16,35 h The perils of New York (French and Indi- 
ans). 

0,15,16,104,1091 The adding of Pennsylvania and Delaware to 
the government of New York ; the reinstate- 
ment of Penn in his proprietary. 

D, H, 16,35 y The first American Congress (1690) ; the re- 
sults (5) of its work. 

B, c, 16, 35 k Captain Kidd. 

D, 15,16,100 / The union of the Jerseys and their consolida- 
tion with New York. 

c^ D, 15, 16, 88 m Maryland as a royal province. 

B, c, 16,45 ^^ The New York negro plot of 1712. 

II. SELECTED READING: 

Jones, Coloiikation of the Middle States and Maryland (IV). 
Chs. XII, XIII. 

TIT. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (HI), Ch. VIII. 
James, Colonisation of New England (V), Chs. XVII-XXI. 

20 



JV. SUGGESTIONS— Instruction: 

1st. Study the contemporary map (early German map). 
Compare with map of the Mississippi region, Vol. 
VIII, and Eastern Railroad map, Vol. XVIII. 

2nd. Colonial history is only a part of English and French 
history; European affairs dominate American. 

3rd. Religious differences largely explain the course of affairs. 
Notice the hostility of the colonies to the idea of reli- 
gious freedom as proposed by James II. 

4th. Notice that suggestions of colonial union have their 
origin in the desire for a "common defense." Consider 
particularly King James' plan, and the dominating idea 
of the first American Congress. 

5th. Make a summary of the beliefs common to the people 
of New England, New York, New Jersey, Pennsyl- 
vania, and Maryland. They are few, but fundamental. 

6th. Observe the steady drift of public sentiment in each col- 
ony in favor of increasing the power of the Assembly. 

7th. The career of the notorious Captain Kidd is evidence of 
the state of civilization at this time. 

8th. The colonies are brought more and more under the 
crown as royal provinces. Note why and the results. 

V. QUESTIONS: 

1. Of what great international conflict were the affairs of the 

American colonies a part, 1685-171/I ? 

2. What defense can be made for the policy of Jaimes II to- 

ward the colonies ? 

3. What were the results in America of the English Revolu- 

tion of 1688 (The Glorious Revolution) ? 

4. Of what importance was the first American Congress ? 

5. Why has the name of Captain Kidd survived so long and 

so familiarly ? 

VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. V, Ch. III. 

B. FiSKE, Dutch and Quaker Colonies, Ch. XIII. 
c. Channing, Vol. II, Chs. VII, VIII. 

D. Amer. Nation, Vols. V, Chs. XII, XVII-XIX ; VI, Chs. 

I-X. 

E. Avery. Vol. Ill, Chs. III-VI, X, XV-XVIII. 

F. "Contemporaries:' Vols. I, Ch. XXVI ; II, Ch. IV. 

G. HiLDRETH, Chs. XVIII, XX-XXII. 

H. Bancroft, Vol. I, P. II, Chs. XVII-XIX ; Vol. II, Ch. II. 

21 



SPECIAL 

5. Original Narratives- The huurrection of 1688. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. 

25, Parkman, Frontenac and Neiv France. 
^^. KiNGSFORD, History of Canada. 
35. Brodhead, History of Nezu York. 

44. Amer. Commomvcalths: New York, New Jersey, Pennsyl- 

vania, Maryland. 

45. Lodge, English Colonies. 

86. Greene, History of the English People. 

88. Egerton, Short History of British Colonial Policy. 

89. Palfrey, History of Nczv England. 

96. McSherry, History of Maryland. 

97. ScHARF, History of Maryland. 

100. Tanner, The Province of Neiv Jersey. 

103. Macaulay, History of England. The great history of the 

Revolution of 1688. 

104. Janney, Life of Penn. 

105. Egle, History of Pennsylvania. 
109. Conrad, History of Delaware. 

supplemental 
Thorpe, Charters and Constitutions. For colonial charters. 
Nezv Jersey Archives. 
New Jersey Historical Society, Collections. 
Pennsylvania Magazine of History and Biography. A mine 

of material. 
Hazard, Reports of Pcnnsyhwiia. 
The South in the Building of the Nation. 
New York Historical Society, Collections. 
Documents Relating to the Colonial History of the State of 

Nezv York. 
Maryland Historical Society, Publications. 
Marvland Archives. 
BryAnt and Gay, Vol. IH, Chs. I-IH, VII. 



22 



TOPIC 22 

THE GROWTH OF THE MIDDLE COLONIES FROM 

1714 TO 1754 

I. SUBJECTS— Syllabus : 

NEW YORK 

A, D, 1 6, 45 a The solid growth of colonial New York. 

c, D, H, i6, 44 b The struggle for popular rights ; the Zenger 

libel ; the triumph of the freedom of the 

press, 
c, D, H, i6, 44 c King George's War (a chapter in the conflict 

between England and France for control of 

North America), the Peace of Aix-la-Cha- 

pelle. 
c, D, l6, 45 d The founding of King's College (Columbia 

University). 

NEW JERSEY 

D^E^ l6, 85, 100 e The separation of New Jersey from New 
York. 

16,85, no / The rapid changes of administrations in New 
Jersey. 

D, E, 44, 85 g The preliminary influences (Dutch, English, 

French) in colonial New Jersey. 

D, 45, 85, loi h Colonial life in New Jersey ; the general good 
feeling and prosperity ; the founding of the 
college of New Jersey (Princeton) and 
Queen's College (Rutgers). 

PENNSYLVANIA 

B,D,i6,l04, 107 i The death of William Penn ; his character and 

work ; the state of the commonwealth. 
D_, 16, 107 y Administration of Governor Keith ; his demo- 

cratic influence. 
c,D,H,i6,i07 k Benjamin Franklin — a power in Pennsylvania. 
c, T>, H,i6 / The invasion of Pennsylvania by the French 

MARYLAND 

0,16,96,97,98 m The measures used against the Roman Cath- 
olics in Maryland. 

D, 96, 97, 98 n The founding of Baltimore. 

D, 15, 16, 96, 97 Boundary conflicts between Maryland and 
Pennsylvania 

D, 16, 45, 97 p Conditions in Maryland in 1754. 

23 



II. SELECTED READING: 

Jones, Colonization of the Middle States and Maryland (IV), 
Chs. XIV-XVII. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Chs. VI, VII, 

XL 
Hamilton, Colonization of the South (HI), Chs. VIII, XI- 

XIII, XV-XIX. 
James, Colonisation of New England (V), Chs. XXII, 

XXIII. 
Geer, The Louisiana PiircJvase (VIII), Ch. I. 
MuNRO, Canada (XI), Ch. VII. 

IV. SUGGESTIONS— Instruction: 

1st. Follow closely the famous libel case of Zenger, and notice 
the significance of the verdict in the case — "freedom of 
the press." 

2nd. Note particularly the relations between New York and 
the Jerseys ; also the effect of the diverse national life 
in New Jersey on its development. 

3rd. Note the causes of the constant friction in Pennsylvania 
between the assembly and the governor. 

4th. Observe the career of Franklin, as thus far given. 

5th. Notice the progress of the people of all four colonies in 
material comfort and general intelligence, despite the 
difficulties of which complaint was made. 

6th. Consult the following maps : Early German map and 
Frontiers map, Vol. IV; map of the Mississippi re- 
gion. Vol. Vin. (See illustrations : Proclamation : two 
"Scandalous songs": King William's broadside; Proc- 
lamation against swearing ; Early paper currency : 
portraits of John and Richard Penn; Paca and Car- 
roll.) 

V. QUESTIONS: 

1. State the Zenger case and its results. 

2. What colleges were founded in the Middle colonies during 

the period (1714-1754)? 

3. "V\Tiat was the influence of the Dutch on the colonial life of 

New Jersey? Of the English and French? 

4. What is your estimate of William Penn and his work ? 

5. Compare colonial life in Maryland with that in Pennsylva- 

nia, New York and New Jersey. 

24 



VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. V, Chs. Ill, IV. 

B. FiSKE, Dutch and Quaker Colonies Chs. XIV-XVI. 
c. Channing, Vol. II, Chs. XI, XIII,'XV-XVII. 

D. Amer. Nation, Vol. VI, Chs. XI-XVIII. 

E. Avery, Vol. Ill, Chs. XXV, XXVI. 

F. "Contemporaries," Vol. II, Chs. IV, X, XIII. 

G. HiLDRETH, Chs. XXIII-XXV. 

H. Bancroft, Vol. II, Ch. XV, P. II, Chs. I-VI. 

SPECIAL 

i6. DoYLE, English Colonies. 

2,Z- KiNGSFORD, History of Canada. 

35. Brodhead, History of New York. 

44. Amer. Commonwealths: New York, New Jersey, Pennsyl- 

vania, Maryland. 

45. Lodge, English Colonies. 
85. Lee, History of Neiv Jersey. 

96. McSherry, History of Maryland. 

97. Scharf, History of Maryland. 

98. Russell, Maryland the Land of Sanctuary. 
100. Tanner, The Province of New Jersey. 
loi. Mellick, The Story of an Old Farm. 

104. Janney, Life of Penn. 

107. Fisher, History of Pennsylvania. 

109. Conrad, History of Delaware. 

no. Fisher, New Jersey at a Royal Province. 

supplemental 
Howell, State Trials. Case of Zenger. 
New York Historical Society, Collections. 
New Jersey Archives. 

New Jersey Historical Society, Collections. 
Proud, History of Pennsylvania. 
Hazard, Reports of Pennsylvania. 
The Historical Society of Pennsylvania, Memoirs. 
Pennsylvania Magadne of History and Biography. 
Maryland Archizres. 

Maryland Historical Society, Publications. 
Mereness, Maryland as a Proprietary Colony. 
Bryant and Gay, Vol. Ill, Ch. IX. 
Force, Tracts. 

25 



TOPIC 23 

THE MIDDLE COLONIES FROM THE BEGINNING 

OF THE FRENCH AND INDIAN WAR TO THE 

FIRST STAGES OF THE REVOLUTION 

I. SUBJECTS— Syllabus : 

1754-1763 

A, 0,70,71,74 a The Peace of Aix-la-Chapelle (1748) as a 
truce (only) in the final struggle for control 
of North America yet to be made. 

cp,lii,ii2,ii3 b The Albany Convention ; the plan for a federal 
union of the American colonies ; reasons for 
its rejection. 

c,D, 16, 71,74 c The war between France and Great Britain; 
the plan of the British conquest of New 
France (Canada). 

E, H,7I,74,II4 d The military incidents of the French and In- 
dian War; Braddock's expedition; the cap- 
ture of Fort DuQuesne; the battle of Crown 
Point; the massacre of Fort William 
Henr\' ; the capture of Louisburg ; the bat- 
tle of Ticonderoga ; the capture of Fort 
Frontenac ; the surrender of Quebec ; the 
death of Montcalm and Wolfe. 

H,l6,7i,74,ii4 e The interest and participation of the Ameri- 
can colonies in the French and Indian War. 

c,D, 16, 71,74 / The ending of French power in America; 
the Treaty of Paris (1763). 

c, D, 16 g Mason and Dixon's Line. 

I 763- I 760 

D,H,76,8o,ii4 h The Anglo-French-Indian War debt; Parlia- 
mentary aggression to collect it (in part) 
from the American colonies. 

D,H,76,8o,8i i The Stamp Act; its reception in Amierica; the 
Sons of Liberty. 

D, E, H, 80, 81 y The Stamp Act Congress. 

26 



Subjects — Continued. 

D, E, Gj II, 80 k The non-importation agreements. 

D, E, H, 80 / The principles advocated 'by the American 

colonies as set forth by the Maryland As- 
sembly. 

D, E, H, y6, 80 m The repeal of the Stamp Act ; the Declara- 
tory Act. 

76,86,114 n The importance of the Stamp Act in Eng- 
lish history. 

II. SELECTED READING: 

Jones, Colonisation of the Middle States and Maryland (IV), 
Chs. XVIII, XIX. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. XI. 
Hamilton, Colonisation of the South (III), Chs. XVIII- 

XXIV. 
James, Colonisation of New England (V), Chs. XXIII, 

XXIV 
Veditz, The Revolution [Vl), Chs. T-IV. 
MuNRO, Canada (XI), Chs. VII-IX. 

IV. SUGGESTIO'NS— Instruction: 

1st. Events had been moving for a century and a half toward 
the decision of the great question : which power shall 
control North America, English or French, the Teu- 
tonic or the Latin people ? Observe why the Ohio Val- 
ley was the inevitable ground where the final struggle 
should begin. Consult map of the Frontiers, Vol. IV ; 
Map of the St. Lawrence, Vol. XI : Expansion map, 
Vol. XV. 

2nd. William Pitt solved the problem. Quebec fell and New 
France (Canada) became British territory. Get well 
in mind the stops and incidents leading to the final 
solution of the problem. Read carefully the Collateral 
History citations on this subject — the French and In- 
dian War. (See Hendrick portrait.) 

3rd. The American colonies were elements in the long con- 
test. England looked upon the conflict as for the pro- 
tection and prosperity of the colonies ; but the colo- 
nists looked upon it as an English (imperial) problem, 
not appreciating its significance to themselves. But 
American independence was not then thought of. 

27 



4th. The colonies vigorously resisted the hurden of contribut- 
ing to the expense of the war and therefore opposed 
the Stamp Act (an indirect tax). It was repealed as 
bad politics on the part of the English, and not as an 
invasion of the rights of the colonists. Read the Mary- 
land resolutions. England did not understand the tem- 
per of the colonies. The people of America did not as 
yet know themselves, nor comprehend the great eco- 
nomic movement which was sweeping them toward 
independence. Compare the attitude toward England 
of the Middle colonies with the New England and 
Southern colonies. (Collateral History refs.) (See 
Morris portrait.) 

5th. The second division of this topic should be considered 
in an introductory way only, in connection with the 
reading of the last chapter of the Selected Reading, as 
the incidents, which are now merely introduced, will 
■be brought out thoroughly in the early topics on the 
Revolution. 

V. QUESTIONS: 

1. What counter plans of conquest were made by France and 

England, 1750? 

2. What brought the conquest of Canada? 

3. On what basis could Vergennes and Choiseul predict 

American Independence ? 

4. Why was England so completely successful in the French 

and Indian War? 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. V, Chs. VII, VIII ; VI, Ch. I. 

B. FiSKE, New France and Neiv England, Chs. VII-X ; The 

American Revolution, Ch. I. 
c. Channing, Vol. II, Ch. XIX. 

D. Amer. Nation, Vols. VII, Chs. IX-XVII ; VIII, Chs. I-XII. 

E. Avery, Vols. IV, Qis. I-XIX; V, Chs. I-IV. 

F. "Contemporaries," Vol. II, CHis. IX-XV, XXI, XXIII, 

XXIV. 

G. HiLDRETH, C:hs. XXVI-XXIX. 

H. Bancroft. Vol. II, P. II, Chs. VII-XIX; Vol. Ill, Chs. 
V-IX, XI-XVII. 

28 



SPECIAL 

5. Original Narratives: Indian and French Wars. 
16. DoYLE^ English Colonies. 
;^^. KiNGSFORD, History of Canada. 

44. Amer. Commonzvealths ; New York, New Jersey, Pennsyl- 

vania, Maryland. 

45, Lodge, English Colonies. 

59. WiNSOR, The Mississippi Basin. 

70. Parkman, a Half-Century of Conflict. 

71. Bradley, The Fight zvith France for North America. 

74. Parkman, Montcalm and Wolfe. 

75. Fisher, Men, Women and Manners in Colonial Times. 

76. Lecky, England in the Eighteenth Century. Chapters on 

The American Revolution, 
yy. Bogart, Economic History of the United States. 

78. Tyler, American Literature During the Colonial Time. 

79. Green, The Provincial Governor. 

80. Frothingham, Rise of the Republic. 

81. Amer. Statesmen: Franklin, Hamilton, Morris, Jay. 
86. Green, History of the English People. 

89. Palfrey, History of New England. 

111. Franklin, Autobiography. 

112. Parton, Franklin. 

113. McMastkr, Franklin. 

114. Sloane, The French War and the Revolution. 

supplemental 

Franklin, Works (Bigelow or Smyth Edition). Writings 
explanatory of the French and Indian War ; Stamp Act. 

VON HoLST, History of the United States. 

Epochs of American History. Consuh the volume on the For- 
mation of the Union. 

The South in the Building of the Nation. 

BuRNABY, Travels in 1759 and 1760. 

Anderson, History of the Colonial Church. 

Commons (et. al., editors), Documentary History of Ameri- 
can Industrial Society, Vol. I. 

Beer, Commercial Policy of England toward the American 
Colonies. 

Howard, Introduction to Local Constitutional History. 

Stedman and Hutchinson, Library of American Literature. 

McKiNLEY, Suffrage Franchise in the Thirteen Colonies. 

Lalor, Cyclopaedia of Pol. Sc, etc. 

Bryant and Gay, Vol. HI, Qis. X-XIII. 

29 



Copyright, 1912, by R. E. Beall 






American History 



• . a • 



Complete in Four Courses (Five Parts to Each 

Course) ; Presented in 160 Topics, 

Each Complete in Itself. 



PREPARED BY 
Francis Newton Thorpe, Ph.D., LL. D. 

Professor of American Constitutional History, 
University of Pennsylvania, 1885-1898; now 
Professor of Political Science and Constitutional 
Law, University of Pittsburgh. 

ADVISORY INSTRUCTORS 

Edwin Piatt Tanner, Ph. D. 

Associate Professor of History, Syracuse Uni- 
versity. 

Clarence A. Dykstra, A. B. 

Associate Professor of American History and 
Political Science, University of Kansas. 

George Petrie, Ph. D. 

Professor of History, Alabama Polytechnic 
Institute. 

Clarence Walworth Alvord, Ph. D. 

Associate Professor of History, University of 
Illinois. 

IN COLLABORATION WITH 

Peter Joseph Hamilton, A. M., LL. D. 

Historian. 

Frederick W. Hodge 

Ethnologist - in - Charge, Bureau of American 
Ethnology, Smithsonian Institution. 



ROBERT EDGAR BEALL, 

Managing Exlitor. 

Courses conducted under the direction of 
THE HOME UNIVERSITY LEAGUE 



Issued by 

THE HOME UNIVERSITY LEAGUE, Inc.. 

Philadelphia, Pa. 



Corresponding to Volume V of 

The History of North America. 



Course 1 



Part IV 



Under the special supervision of DR. TANNER 



Reference and 
Instruction Guide 



SUBJECT 

COLONIZATION OF NEW ENGLAND 

Period: 1620-1765. 

TOPICS 

No. 24. Puritanism and the Pilgrims at 
Plymouth. 

25. Early Massachusetts and Ply- 

mouth. 

26. Connecticut and other New 

England Settlements; Stages 
of Harmony and Discord in 
the Colonies. 

27. The First Half-Century of Col- 

onial Life in New England. 

28. (a) King Philip's War. 

(£») The Reconstruction of 
New England. 

29. The Period of Despotism and 

Revolt in New England. 

30. (a) The Witchcraft Supersti- 

tion. 
(6) The Development of New 
England, from the Revolu- 
tion of 1688 to 1714, 

31. The Transition of New England 

to Colonial Concurrence and 
Revolt against the British 
Government. 



TOPIC 24 

PURITANISM AND THE PILGRIMS AT PLYMOUTH 

I. SUBJECTS— Syllabus : 

1 567- 1620 

A, B, I), 16, 86 a The settlement of New England as part of a 

great world-movement dominated by relig- 
ious ideas. 

B, 86, 117 b The relations of Puritanism to the Reforma- 

tion. 

B, 86, 117 c The long and bitter controversy in England 

over the divorce of Church and State. 

B, c, D, 86 d Puritanism (purification of the Church) and 

Separatism. 

B, c, 86 e The sectarian divisions among the Separatists ; 

their persecution and escape. 

6,5,15,16,89 / The voyage of the Mayflozvcr. 

6,5,15,16,89 g The May/Zow^r company. 

B_, E_, 5, 16, 89 h The eminent members of the Mayfloivcr com- 
pany: Carver, Fuller, Winslow, Albertson, 
Alden, Standish, Brewster, Robinson. 
1620- 1628 

B^ H, 5, 16, 89 i The landing of the Pilgrims at Cape Cod — 
Plymouth, 1620. 

B,c,F,i6,89 y The Mayfloiver Compact; civil government 
established. 

B, 16,89 ^ The explorations of Standish. 

B, c, D, 5, 89 / The inhospitality of the climate of New Eng- 
land ; distress of the settlers. 

B, D, 5, 16,89 m The relations of the Pilgrims with the Indi- 
ans. 

B, H, 5, 89, 115 w The first Thanksgiving Day. 

D, 5, 15, 16, 89 o The various charters secured by the Pilgrims ; 
their relations with the London Company. 

B, 5, 15, 16, 89 p The experiments of the early New England 
colonists in land tenure. 



II. SELECTED READING: 

James, Colonization of New England (V), Chs. I, II. 

III. COLLATERAL HISTORY: 

Brittain, Discovery and Exploration (I), Ch. XVI. 
Thomas, The Indians in Historic Times (II), Ch. VIII. 
Hamilton, Colonisation of the South (III), Gh. IV. 
Jones, Colonisation of the Middle States (IV), Ch. VIII. 
McGee, Prehistoric N. Amer. (XIX), Ch. XXI. 

IV. SUGGESTIONS— Instruction: 

1st. Read the Introduction and Preface, and throughout the 
subject of the Colonization of New England consult 
the Chronological table in the volume and the index 
(Vol. XX). Study the map, using the following in 
comparison : Captain John Smith's map, Vol. V ; Eth- 
nological map B, Vol. II; Migrations map, Vol. XIX; 
Railroad map (Eastern), Vol. XVIII. (See illustra- 
tions : Title-page of the first book using the term "New 
England", coined by Captain John Smith ; Standish 
portrait ; Letter of Myles Standish ; Armor of a Pil- 
grim Father.) 

2nd. Consider seventeenth century Puritanism as an attitude 
of mind rather than as a theological system. 

3rd. Notice the similarity between the Covenant of the Sep- 
aratist church and the compact {Mayflower) of a 
body-politic. 

4th. Become familiar with the political and religious dissen- 
sions in England leading to Puritanism and Separa- 
tism, as the immediate causes of the immigration to 
New England. Holland was a temporary refuge. 

5th. Get clearly in mind the legal rights to settle, which the 
Puritans sought to obtain from the London Company. 

6th. Read the Mayfloiver Compact, and consider it as an 
agreement having force only among those Avho signed 
it and those whom the signers could compel to obedi- 
ence. 

7th. Note the favorable conditions for settlement at Plymouth, 
despite the climate — the weakness of the neighboring 
Indian tribes, principally. 

8th. Observe the character and habits of the Plymouth set- 
tlers ; their determination to make the place their home. 

9th. Note the ownership in land in common, for a time, and 
its results. 



V. QUESTIONS: 

1. What was Puritani&m? What was Separatism? 

2. Why is it said that the settlement of New England was an 

event of great meaning in the history of the world ? 

3. Had the Pilgrims a legal right to the land they were the 

first to settle ? If not, why not ? 

4. What was the condition of the colony in 1627. 

5. To what group of Puritans did the Plymouth settlers be- 

long? 
VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Chs. VII, VIII. 

B. FiSKE, The Beginnings of New England, Chs. I, II. 
c. Channing, Vol. I, Chs. X, XL 

D. Amer. Nation, Vols. I, Ch. XII ; IV, Ch. IX. 

E. Avery, Vol. II, Chs. V-VII. 

F. "Contemporaries," Vol. I, Chs. VI-VIII, XV. 

G. HiLDRETH, Ch. VI. Both Bancroft and Hildreth relate 

with fulness the history of the settlement of New Eng- 
land, Bancroft with praise, Hildreth with some adverse 
criticism. Consult Channing as the exponent of critical 
historical scholarship, weighing much evidence unknown 
to, or not considered, bv earlier writers. 
H. Bancroft, Vol. I, Chs. XI, XII. 

SPECIAL 

5. Orig. Narratives: Winthrop's History of New England; 
Bradford's History of Plymouth Plantation ; Johnson's 
W onder-W orking Province. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. Puritans. 
19. Handbook of American Indians. 

44. Amer. Commonwealths: Massac hjisetfs. 

45. Lodge, English Colonies. 

86. Green, History of the English People. The Puritans. 
89. Palfrey, History of Nezv England. 

115. Hutchinson, History of Massachusetts. 

116. Brown, The Pilgrim Fathers. 

117. Campbell, The Puritan in Holland, England and America. 

118. Weeden, Economic and Social History of Nezv England. 

119. Dexter, Congregationalism of the Last 300 Years, as Seen 

in its Literature. 

120. Goodwin, The Pilgrim Republic. 

121. Merriam, American Political Theories. 

5 



SUPPLEMENTAL 

Massachusetts Historical Society, Proceedings; Collections. 
Old South Leaflets. 
Thorpe, Charters and Constitutions. 
Epochs of American History. The Colonies, by Thwaites. 
Neal, History of the Puritans. 

New England Historic-Genealogical Society, Publications. 
MacDonald, Select Charters and Other Documents Illustra- 
tive of American History. 
Bryant and Gay, Vol. I, Ghs. XIV, XV. 
Records of Plymouth. 



6 



TOPIC 25 

EARLY MASSACHUSETTS AND PLYMOUTH 

I. SUBJECTS— Syllabus : 

I 623- I 634 

A, c^ D, 15, 16 a The Dorchester settlement at Cape Ann. 

B, 15, 16 b The Planter's Plea. 

c,E^ 15, 89, 115 c The charter granted to the Governor and 
Company of Massachusetts Bay, 1630. 

€,15,16,89,115 d Civil and ecclesiastical rule in the Massachu- 
setts Bay colony. 

6,5,16,115,126 c The administration of Governor Winthrop ; 
the settlement of Salem. 

B,E,i6,89,ii5 / The founding of Boston as the capital of 
Massachusetts Bay. 

3,15,89,115,123 ^ The enactment of religious qualifications; 
banishment and other punishment of non- 
conformists. 

I 629- I 637 

B, H, 5, 44, 89 h The early history of the Plymouth colony. 

c,E,i5,i6,ii5 i Plymouth legislation. 

B_,E,5, 124,126 ;' Eminent men of the Massachusetts colony: 

Hooker, Stone, Winthrop, John Cotton. 
c, D, 5, 89, 125 k The expulsion of Roger Wihiams from Massa- 
chusetts as an advocate of religious toler- 
ation. 

0,0,15,89,123 / The relation of Church and State in New 
England. 

0,15,89,122,123 m Mrs. Hutchinson and her foUovirers ; the Anti- 
nomian controversy. 

c,D,44,89,ii5 n The civil affairs of the Massachusetts colony. 

II. SELECTED READING: 

James, Colonisation of New England (V), Chs. Ill, IV. 

III. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (HI), Ch. V. 
Jones, Colonisation of the Middle States (IV), Chs. I-III. 



IV. SUGGESTIONS— Instruction: 

1st. Consult Smith's map and map of Boston (Vol. V), also 
map of Canada (Vol. XI) in comparison with the East- 
ern Railroad map (Vol. XVIII). Follow out on the 
map of colonial New England the charter limits of 
"The Governor". The charter was transferred from 
England to New England, This was legal authority. 

2nd. Follow the growth of the principle of representation at 
Plymouth. 

3rd. Consider the importance to Protestantism in Europe 
and America of the great migration, 1829-30. 

4th. Note that the charter given a trading company becomes 
a State charter. 

5th. Notice the enforcement of submission to the established 
(Puritan) church of Massachusetts. 

6th. Boston becomes the capital. Many settlers arrive from 
England. Notice the character of the people who 
came. 

7th. Roger Williams demands religious toleration and is ban- 
ished. He is the first of his kind. 

8th. The social conditions of Puritan New England were 
largely aristocratic. 

9th. Note the organization of local government in Massa- 
chusetts. (See portraits of Endicott and Winthrop.) 

V. QUESTIONS: 

1. How did Massachusetts obtain its charter? 

2. Why is Massachusetts called a "corporation" colony? 

3. What was the Watertown Protest? 

4. What defense can be made for the Puritans in enforcing 

religious qualifications as a condition of living in the 
colony of Massachusetts? 

5. For what principle was Roger Williams banished? 

6. Why was Mrs. Hutchinson ibanished ? 

VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Chs. VIII, IX. 

B. FiSKE, The Beginnings of New England, Ch. III. 
c. Channing, Vol. I, Chs. XII, XIII. 

D. Amer. Nation. Vol. IV, Chs. X-XIII. 

E. Avery, Vol. II, Chs. VII, VIII. 

F. "Contemporaries" Vol. I, Ch. XVI. 

G. HiLDRETH, Ch. VII. 

H. Bancroft, Vol. I, Chs. XIII, XIV. 

8 



SPECIAL 

5. Orig. Narratives: Bradford's History of Plymouth Plan- 
tation; Winthrop's History of New England. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. DoYLEj English Colonics. 

44. Amer. Commonwealths : Massachusetts. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 

89. Palfrey, History of New Englund. Massachusetts is 

treated with great fuhiess. 
115. Hutchinson, History of Massachusetts, 
iiy. Campbell, The Puritan in Holland, England and America. 
122. Adams, Three Episodes of Massachusetts s History. 
12^. Adams, Enia>icipation of Massachusetts. 

124. Walker, Life of Thonws Hooker, in Makers of America. 

125. Straus, Roger Williams, the Pioneer of Religious Liberty. 

126. TwiCHELL, John Winthrop, in Makers of America. 

supplemental 
Thorpe, Charters and Constitutions. 
Curtis. Constitutional History of the United States, 
Records of Massachusetts Bay. 
Records of Plymouth. 
Hutchinson Papers. (Prince Soc.) 
Andros, Tracts. (Prince Soc.) 

Massachusetts Historical Society, Collections, Proceedings. 
Hosmer, Life of Young Sir Henry Vane. 
Bryant and Gay, Vol. I, Qi. XX. 

Johns Hopkins University Studies, XH: Representation and 
Suffrage in Massachusetts. 



TOPIC 26 

CONNECTICUT AND OTHER NEW ENGLAND SET- 
TLEMENTS; STAGES OF HARMONY AND DIS- 
CORD IN THE COLONIES 

I. SUBJECTS— Syllabus : 

1633-1641 

A,F,i6,i24,i27 a The settlement of Connecticut, and boundary 
disputes with the Dutch. 

B^H^i5, 16,127 b Connecticut's first form of government. 

B, c, 5, 16, 127 c The Pequod War. 

I 623- I 644 

0,0,15,89,131 d The settlement of Maine. 

3,0,15,84,133 e The New Haven colony ; its constitution. 

3,5,15,128,129 / The settlement of Rhode Island; its govern- 
ment ; the settlement of Providence by Roger 
Williams and his followers. 
I 635- I 644 

B, D, H, 16, 89 g The stage of harmony in the New England 
colonies. 

D,c,F,i6,ii8 h Early social conditions in the New England 
colonies ; the people, laws, militia, industries, 
currency. 

B,H,I5,i6,89 i First Congress of the confederated New Eng- 
land colonies ; nature of the confederation. 
1644-1655 

8,0,15,89,129 / The stage of discord in the New England colo- 
nies. 

8,15,16,89,115 k Massachusetts as the discordant element in 
the New England confederacy. 

8,0,16,84,127 / The relations between New Netherland and 
Connecticut. 

XL SELECTED READING: 

James, Colonization of New England (V), Chs. V-VIII. 

10 



III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. VIII. 
Jones, Colonization of the Middle States (IV), Chs. IV, V., 
Veditz, The Revolution (VIj, Ch. VII. 
McGee, Prehistoric N. Amer. (XIX), Ch. XXI. 

IV. SUGGESTIONS— Instruction: 

1st. Connecticut was a colony founded by a colony. No- 
tice the constitution and form of government adopted. 

2nd. Massachusetts, Plymouth and Connecticut united 
against the Pequods. 

3rd. The elements which affect the development of the New 
England colonies are not at this time directly Euro- 
pean, i. e., of European politics and international rela- 
tions, but principally local, i. e., of the colonies them- 
selves ; then note : 
(i) religious jealousies and differences; 

(2) aristocratic vs. democratic social forces; 

(3) troubles with the Indians; 

(4) boundary disputes ; 

(5) love of education (school privileges) ; 

(6) industry, thrift, courage; 

(7) proselyting (of the Indians) ; 

(8) confederation in self-defense. 

The external cause was (largely) New France. 
4th. Consult plan of Indian Fort, Vol. II; early German 
map, Vol. IV ; map of Canada, Vol. XI ; Eastern Rail- 
road map. Vol. XVIII. (See Illustrations: Portrait 
of Yale; Early .stockfish trade.) 

V. QUESTIONS: 

1. In what respect did Cbnnecticut differ from' Massachu- 

setts ? 

2. Why did the Massachusetts people want to go to Connecti- 

cut? 

3. How did the New Haven Constitution differ essentially 

from other "plans of government" in operation in New 
England at the time ? 

4. How did the government set up in Rhode Island differ 

from that in the adjoining colonies? 

5. Explain the origin and working of the New England con- 

federation. 

6. To what extent did troubles with the Indians affect the 

growth of the colonies ? 

II 



VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Ch. IX. 

B. FiSKE, The Beginnings of Nezv England, Chs. Ill, IV. 
c. Channing, Vol. I, Chs. XIII, XIV. 

D. Amer. Nation, Vol. IV, Chs. XIV-XV. 

E. Avery, Vol. II, Chs. XIII-XV. 

F. "Contemporaries," Vol. I, Chs. XVII-XX. 

G. HiLDRETH, Chs. VII, IX. 

H. Bancroft, Vol. I, Chs. XV-XIX. 

SPECIAL 

5. Orig. Narratives: Winthrop's History of Nezif England. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonics. 

19. Handbook of American Indians. 

44. Amer. Commonzvealths: Massachusetts, Connecticut, 

Rhode Island. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 

84. Levermore, Republic of New Haven. 

89. Palfrey, History of Nezv England. 
115. Hutchinson, History of Massachusetts. 
118. Weeden, Economic and Social History of Nezv England. 

123. Adams, Emancipation of Massachusetts. 

124. Walker, Life of Thomas Hooker, in Makers of America. 

125. Straus, Roger Williams, the Pioneer of Religious Lib- 

erty. 

127. Trumbull, History of Connecticut. 

128. Greene, History of Rhode Island. 

129. Rich MAN, History of Rhode Island. 

130. Fry, Nezv Hampshire as a Royal Province. 

131. Varney, History of Maine. 

1^2. Atwater, History of the Colony of Nezv Haven. 

SUPPLEMENTAL 

Arnold, History of Rhode Island and the Providence Plan- 
tations. 
Thorpe, Charters and Constitutions. 

Connecticut Historical Society, Collections. Source material. 
Massachusetts Historical Society, Collections; Proceedings. 
New Hampshire Historical Society, Collections. 
Maine Historical Society, Collections. 

12 



Supplemental — Continued. 

Rhode Island Historical Society, Collections; Proceedings; 

Publications. 
McKiNLEY, Suffrage Franchise in the Tliirteen Colonies. 
Williamson, History of Maine. 
Bradford, Colonial Laii's of Massachusetts. 
Curtis, Constitutional History of the United States. 
Hinman, Blue Laws of Nezv Haven Colony. Trumbull's 

Edition. 
New Hampshire Provincial and State Papers. 
Jen NESS, Transcripts. 
New Haven Historical Society, Papers. 
Old South Leaflets. 
Johns Hopkins University Studies: Church and State in New 

England. 
Bryant and Gay, Vols. I, Ch. XXI ; II, Ch. I-IV. 



13 



TOPIC 27 

THE FIRST HALF-CENTURY OF COLONIAL LIFE IN 
NEW ENGLAND 

I. SUBJECTS— Syllabus : 

1 649- 1 660 

A,B,i6,89,ii5 a Massachusetts under Endicott. 

€,15,16,115,131 fc The annexation of Maine (1649) to Massa- 
chusetts. 

£,16,89,115,123 c The persecution of Baptists and Quakers ; the 
fugitive regicides. 

B, 15, 16 d The charter granted to Massachusetts by 

Charles II ; the ignoring of the king's de- 
mands for religious toleration. 
I 660- I 665 

D,i5,89,i27,i32^ The liberal charter granted by Charles II to 
Connecticut. 

D, 15, 16 / The Duke of York's patent of New England. 

6,15,16,127,129^ The creation of the Narragansett country as 
a royal province. 

I),i5,i6,i27,i29/i The confusion of claims arising under the 
New England charters. 
1625-1665 

B,c,F,89,i23 i The general intolerant character of New Eng- 
land laws. 

c,E,F,ii8,i23 / The limitations, discords and general charac- 
teristics of New England life in 1665. 

6^16,89,118,123 ^ The controversies (theological and philo- 
sophical, rather than religious) dominating 
the New England mind. 

8,0,15,16,89 / The confederation of Massachusetts, Connec- 
ticut and Plymouth. 

14 



Subjects — Contimied. 
I 664- I 673 
B,c,i6,i 15,127 m The Half- Way Covenant. 
8,15,16,127,129 « Rhode Island's new government; boundary 

disputes with Connecticut. 
0,16,89,123,133 o The visit of George Fox to Rhode Island; the 

growth of the Society of Friends. 
B, 16, 89, 127 p The threatening attitude of the Dutch toward 

New England after their re-conquest of 

New Netherland. 

II. SELECTED READING: 

James, Colonisation of Neiv England (V), Chs. IX-XII. 

III. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (III), Chs. VI, VII. 
Jones, Colonisation of the Middle States (IV), Ch. VI. 
Veditz, The Revolution (VI), Ch. I. 

IV. SUGGESTIONS— Instruction : 

1st. This period is one of strained relations between New 
England and the king, Charles II, because (i) he 
had no love for dissenters, and (2) had political debts 
to pay, favorites to reward, etc., and grants of land 
in America seemed easy payment. 

2nd. In New England local (inter-settlement) jealousies con- 
tinued. Boundaries were unsettled ; individual towns 
acted as separate colonies — c. g., were exerting every 
influence to save their charters. Consult early Ger- 
man map (Vol. IV) and colonial New England map 
(Vol. V) in comparison with the Railroad map (Vol. 
XVIII). 

3rd. The age was one of theological controversies. New 
England churches became Separatist, whether or not 
they so wished. The ''State" exercised control over 
taxation, church attendance, etc. Note carefully "life 
in New England" during the time: (i) industrial; 
(2) religious; (3) political. (See Illustrations: Win- 
slow portraits ; License to sell "rhumm" ; Quaker per- 
secutions.) 

4th. For a comparison of "Life in the American colonies" 
during the period, read the citations in the Collateral 
History bearing on this subject as given in the vol- 
umes on the colonization of the South and the Mid- 
dle States. 

15 



V, QUESTIONS: 

I. How did British politics, royal likes and dislikes, af- 
fect New England at the time? 

2. What grants did Charles II make in New England? 

3. Explain how New England prospered despite conditions 

which would be intolerable to-day. 

4. Wliat are the important events of this period? 

5. How do you explain that the age was one of theological 

controversies ? 

6. Give an account of the Quakers in their New England re- 

lations. 
VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. HI, Ch. IX. 

B. FiSKE, The Beginnings of Nezv England, Chs. Ill, IV. 
c. Channing, Vol. I, Chs. XV, XVIII, XIX. 

D. Amer. Nation, Vols. IV, Chs. XVIII, XIX ; V, Chs. I-IV. 

E. Avery, Vol. II, Chs. XV-XVIII. 

F. ''Contemporaries," Vol. I, Chs. XIV-XXI. 

G. HiLDRETH, Chs. X, XII. 

H. Bancroi^, Vol. I, P. II, Chs. I-IV. 

SPECIAL 

5. Original Narratives; Johnson's Wonder-Working Prov- 
ince of Sion's Satnour in Nezv England. 

15. Osgood, The American Colonics in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. 

44. Amer. Commonwealths: Massachusetts, Connecticut, 

Rhode Island. 

45. Lodge, English Colonies. 

48. Thorpe, Constitutional History of the United States. 

89. Palfrey, History of Nezv England. 
115. ?IuTCHiNS0N, History of Massachusetts. 
118. Weeden, Economic and Social History of Nezv England. 
123. Adams, Emancipation of Massachusetts. 

127. Trumbull, History of Connecticut. 

128. Green, History of Rhode Island. 

129. RiCHMAN, History of Rhode Island. 

130. Fry, Nezv Hampshire as a Royal Province. 

131. Varney. History of Maine. 

132. Atwater, History of the Colony of Nezv Haven. 

133. Hallowell, Quaker Invasion of Massachusetts. 

supplemental 
Same as in the two preceding topics. 

16 



TOPIC 28 

a. KING PHILIP'S WAR 

b. THE RECONSTRUCTION OF NEW ENGLAND 

SUBJECTS— Syllabus : 

1 670- 1 676 

A,Bp,i6,89 a New England's relations with the Indians ; 
inter-tribal rivalries and dissensions. 

B, E^ H, 15, 89 b The chieftain of the Pokanokct Indians, Me- 
tacon, or as named by the English, Philip. 

B, E, H, 15, 89 c The plan of King Philip to extemiinate the 
New England colonies by a general Indian 
confederation and uprising. 

B, E, F, 15, 89 d The story of King Philip's war; its im- 
portance to New i^ngland. 
1 676- 1 683 

B,H,i6,89,ii5 e The impoverished condition of the New Eng- 
land colonies resulting from King Philip's 
war. 

c,D, 15,16,89 / The strained relations between the crown and 
Massachusetts. 

0,0,15,89,115 g The questioned validity of Massachusetts' 
charter 

0,0,15,16,115 h The vacating of Massachusetts' charter and 
appointment of a royal governor, 
I 678- I 686 

B, c, D, 15, 16 , i The government of the New England colo- 
nies and conditions in 1680; the dissolution 
of the Massachusetts-Connecticut-Plymouth 
confederacy. 

c,D, 16, 89,115 y The introduction and opposition to Episco- 
pacy in the New England colonies. 

B,c,i5, 130,131 k The consolidation of Maine, New Hampshire, 
Plymouth, Rhode Island and Connecticut 
under one government. 

B,c,E,89,i27 / The hiding of Connecticut's charter. 

17 



II. SELECTED READING : 

James, Colonization of New England (V), Chs. XIII-XV. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. IX. 
Hamilton, Colonization of the South (HI), Ch. IX. 
Jones, Colonization of the Middle States (IV), Qis. VII, 

IX-XI. 
Veditz, The Revolution (VI), Ch. IV. 

IV. SUGGESTIONS— Instruction: 

I St. King- Philip's war meant continued peril from the tribes, 
or future exemption from it. The war area was rela- 
tively small, but very important consequences and 
interests were at stake. Compare this war with the 
conspiracies of Pontiac and Tecumseh, 

2nd. Examine critically into the causes of the strained re- 
lations between the crown and Massachusetts, and 
follow the steps leading- to the vacation of the charter 
and the conversion of Massachusetts into a crown col- 
ony. Here were seeds of revolution. 

3rd. British politics still shaped New England affairs. King 
James II planned colonial imion at the cost of colonial 
liberty. Yet during the brief reign of James II toler- 
ation gained ground in New England (as witness the 
introduction of the Established Omrch). Compare 
the course of events at the South and in the Middle 
colonies with those in New England. 

4th. Consult early German map, Vol. IV; map of colonial 
New England, Vol. V: map of the Mississippi region, 
Vol. Vlil: Ethnolog-ical map B, Vol. II; Migrations 
map. Vol. XIX ; Eastern Railroad map. Vol. XVIII. 

V. QUESTIONS: 

1. Write the story of King Philip. 

2. On what grounds was the charter of Massachusetts de- 

clared invalid? 

3. What apology can be made for the course of James H 

toward the colonies? 

4. Describe the social conditions in New England at this 

time. 

18 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. Ill, Ch. IX. Examine other chapters for 

sectarian conditions in New England. 

B. FiSKE, The Beginnings of New England, Chs. V, VI. 
c. Channing, Vol. II, Chs. Ill, VI. 

D. Amer. Nation, Vol. V, Qi. XVI. Consult particularly for 

the account of the controversy with the crown and the 
vacation of the charter of Massachusetts. 

E. AVERY, Vol. Ill, Qis. VII, VIII. 

G. HiLDRETH, Oh. XIV. 

II. Bancroft, Vol. I, P. II, Chs. V, VI, XVII. 

SPECIAL 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. 

19. Handbook of American Indians. 

44. Amer. Commomvealths: Massachusetts, Connecticut, 

Rhode Island. 

45. Lodge, English Colonics. 

86. Green, History of the English People. English polities'; 
the Friends; Charles II. 

89. Palfrey, History of New England. 

91. Besse, Sufferings of the People called Quakers. 
115. Hutchinson, History of Massachusetts. 
118. Weeden, Economic and Social History of New England. 
123. Adams, Emancipation of Massachusetts. 

127. Trumbull, History of Connecticut. 

128. Greene, History of Rhode Island. 

129. RiCHMAN, History of Rhode Island. 

130. Fry, New Hampshire as a Royal Province. 

131. Varney, History of Maine. 

134. Felt, Ecclesiastical History of New England. 

supplemental 
Chanler, Criminal Trials. Quakers. 
Church, King Philip's War. 

Chalmers, Political Annals of the Present United Colonies. 
Edward Randolph. (Prince Soc.) 
Bryant and Gay, Vol. II, Chs. XVI-XVIII. 
The Supplemental references cited for the three preced- 
ing topics apply also to this topic. 

19 



TOPIC 29 

THE PERIOD OF DESPOTISM AND REVOLT IN NEW 

ENGLAND 

I. SUBJECTS— Syllabus: 

1687- 1689 

A,D,I5, 16,89 ^ The restricting of personal freedom in New 
England. 

0^,15,89,115 b Increase Mather's mission to England; an ap- 
peal to the king for relief from tyrannical 
administrations. 

3,0,15,89,115 c The fear by New England of the arbitrary 
institution of the Roman Catholic faith. 
1689 

C,D,F,I5,I03 d The Revolution of 1688 in England; the re- 
volt in New England. 

0,0,15,16,89 e The restoration of popular government in 
New England. 

C,D,I5, 16,88 / The Mercantile spirit shown by England in 
shaping her colonial policy. 
I 689- I 693 

0,16,25,70.89 g The outrages in New England perpetrated 
by the Indians as allies of the French. 

D,E, 16,70,71 h The military incidents involving New Eng- 
land in the great struggle moving forward 
between England and France for control of 
North America. 

C,D,H,I5,II5 * The struggle of Massachusetts for a new 
charter. 

II. SELECTED READING: 

James, Colonisation of New England (V), Chs. XVI- 
XVIII. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. IX. 
Hamilton, Colonization of the South (III), Ch. VIII. 
Jones. Colonization of the Middle States (IV), Ch. XII. 
MuNRO, Canada (XI), Ch. V. 

20 



IV. SUGGESTIONS— Instruction : 

1st. The consolidation of the New England colonies was ef- 
fected under Andros. Observe the immediate effects 
of the consolidation : 
(i) local government was denied; 

(2) land rights were ignored; 

(3) new taxes, imports, excises imposed; 

(4) fear of Roman Catholic supremacy (however un- 

reasonable, yet thought at the time to be real) ; 

(5) animosity against Andros and royal authority; 

(6) revolt imminent. 

2nd. Consult Ethnological map B, Vol. II ; Early German 
miap. Vol. IV; map of the Mississippi region, Vol. 
VIII. 

3rd. The politics of Europe (Revolution of t688) deter- 
mined conditions in New England. William and 
Mary were proclaimed. Consult in full the Collateral 
History on this subject as related in the volumes on 
the colonization of the Middle States and the South. 

4th. Observe that New England was an element of primary 
importance in the struggle going on between France 
and England for control of North America. The 
great French personage in America then was Fron- 
tenac. 

5th, The New England colonies , after 1688 were defined 
individually as never before. Each thereafter stands 
out more distinctly. Comipare the state of affairs in 
New England with that in the Middle and Southern 
colonies at the time. Consult corresponding topics 
and the chronological tables. (See Illustrations: 
Types of currency ; Boscawen and John Winslow por- 
traits.) 
V. QUESTIONS: 

1. What efifects did the New England people immediately 

feel after the consolidation of the colonies? 

2. Give an account of Increase Mather. 

3. In what did the revolt in New England consist? 

4. Strictly speaking, did the antagonism of New England tc 

the king's policy extend further than opinions expressed 
against Andros? Explain. 

5. How was the New England frontier open to invasion from 

Canada ? 

6. What progress had the colonies made in economic and 

political freedom? 



VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S, HISTORIES 

A. WiNSOR, Vol. V, Ch. II. 

B. FiSKE, The Beginning of New England, Ch. VI. 
c. Channing, Vol. II, Chs. VI-VIII. 

D. Amer. Nation, Vols. V, Chs. XVII-XIX; VI, Chs. I- 

VIII. 

E. Avery, Vol. Ill, Ch. XIX. 

G. HiLDRETH, Chs. XVIII, XXI. 

H. Bancroft, Vol. I, P. II, Chs. XVIII, XIX. 

SPECIAL 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. 

25. Parkman, Frontenac and New France. 
33. KiNGSFORD, History of Canada. 

44. Amer. Commomvealths: Massachusetts, Connecticut, 

Rhode Island. 

45. Lodge, English Colonies. 

70. Parkman, A Half Century of Conflict. 

yi. Bradley, The Fight zvith France for North America. 

88. Egerton, Short History of British Colonial Policy. 

89. Palfrey, History of New England. 

103. Macaulay, History of England. This classic work is 

the great history of the Revolution of 1688. 
115. Hutchinson, History of Massachusetts. 

SUPPLEMENTAL 

Douglas, Old France in the Nezv World. 

Edward Randolph. 

See also Supplemental references cited in topic 26. 



22 



TOPIC 30 

a. THE WITCHCRAFT SUPERSTITION 

b. THE DEVELOPMENT OF NEW ENGLAND FROM 

THE REVOLUTION OF 1688 TO 1714 

I. SUBJECTS— Syllabus : 

1647-1693 
A,c,5, 123,135 a The Witchcraft superstition — a delusion of 
the age ; executions in Connecticut and 
Massachusetts. 
D,89,i23,i36 b Increase Mather's Illustrious Provinces. 
c, E, 5, 16, 89 c The Salem witchcraft executions ; the reac- 
tion. 

1691-1713 
D,H, 16,89,131 d The effect of the Treaty of Ryswick in 
quellint;- Indian disturbances; the adminis- 
tration of Governor Bellomont. 
c, D, E, 16, 45 e Piracy ; Captain Kidd. 

c, D, H, 16, 89 / The New England campaign against New 
France; the Treaty of Utrecht (1713). 
1701-1714 
0,0,16,89,115 g Massachusetts under Dudley. 
c,D,i6,45,89 h New England at the opening of the 

eighteenth century. 
c,D,i6,45,ii8 i Slavery legislation in New England. 

II. SELECTED READING: 

James^ Colonisation of Neiv England (V), Chs. XIX-XXI. 

III. COLLATERAL HISTORY: 

Hamilton, Colonization of the South (III), Chs. X-XII. 
Jones, Colonization of the Middle States (IV), Ch. XIII. 
MuNRO, Canada (XI), Ch. V. 

23 



IV. SUGGESTIONS— Instruction: 

1st. The Witchcraft delusion may be called a disease of the 
age which affected New England. Notice the causes of 
the reaction. Consult the Collateral Histor\- on this 
subject. 

2nd. The New England colonies were, for external purposes, 
in a military state arrayed against New France ; for 
internal purposes, each was moving toward industrial 
and political self-government. Grasp the full mean- 
ing of these purposes as reflected in the events of the 
period. 

3rd. Consult colonial map of New England, Vol. \^ ; map of 
the Mississippi region, Vol. XVIII. (See Illustra- 
tions : Indictment for bewitching ; Dudley and Mather 
portraits.) 

V. QUESTIONS: 

1. Explain the cause of the witchcraft superstition. 

2. What did Cotton Mather think of witchcraft? 

3. What is the story of Captain Kidd and of what im- 

portance ? 

4. What caused the invasion of New England by the 

French ? 

5. What did New England gain by the Treaty of Utrecht ? 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. V, Ch. II. 

B. FiSKE, New France and N'ew England, Chs. V, VI. 
c. Channing, Vol. II, Chs. IX, X. 

D. Amer. Nation, Vol. VI, Chs. III-X. 

E. Avery, Vol. Ill, Chs. XX, XXI. 

F. "Contemporaries;' Vol. IL Chs. Ill, XIV. 

G. Hildreth, Chs. XX, XXII. 

H. Bancroft, Vol. II, Chs. Ill, IV. 

SPECIAL 

5. Original Narratives: Witchcraft Superstition. 

15. Osgood, The American Colonies in the Seventeenth Cen- 

tury. 

16. Doyle, English Colonies. 

33. KiNGSFORD, History of Canada. 

44. Amer. Commonwealths: Massachusetts, Connecticut, 

Rhode Island. 

45. Lodge, English Colonies. 

24 



Special — Continued. 
89. Palfrey, History of New England. 
115. Hutchinson, History of Massachusetts. 
118. Weeden, Economic and Social History of New England. 
123. Adams, Emancipation of Massachusetts. 

130. Fry, New Hampshire as a Royal Province. 

131. Varney, History of Maine. 

135. Drake, Annals of Witchcraft. 

136. Wendell, Cotton Mather, in Makers of America. Theo- 

logian, author. BeHeved in witchcraft and the super- 
natural. 

supplemental 

Upham, Salem Witchcraft. 

Johns Hopkins University Studies: Church and State in 
New England; Carolina Pirates. 

ExQUEMELiN, History of the Buccaneers of America. 

Haring, The Buccaneers in the West Indies in the XV H 

Bryant and Gay, Vols. II, Ch. XIX; II, Ch. V. 



25 



TOPIC 31 

THE TRANSITION OF NEW ENGLAND TO COLO- 
NIAL CONCURRENCE AND REVOLT AGAINST 
THE BRITISH GOVERNMENT 

I. SUBJECTS— Syllabus : 

1714-1740 

Ap,i6,89,ii5 a Religious liberty in England and the New 
England colonies; the Toleration Act of 
William III made a part of the British 
Constitution. 

0,16,89,115 b Governor Shute's administration. 

D, 16,89, 115 ^ Governor Belcher's administration. 

0^^16,89,138 d The Great Awakening; Jonathan Edwards, 
Whitefield. 

1741-1759 

c, G, H, 70, 71 e The expedition of New England forces un- 
der Pepperell against Louisburg; the re- 
sults of the victory. 

c,D,H, 71,74 f Governor Shirley's administration. 

c,D,E,iii,ii2 g Franklin's plan of colonial union (known also 
as the Albany Plan). 

0,0,71,74,114 h The events of the French and Indian War. 

I 760- I 765 

o, E, H, 71, 74 i The supremacy of England in North America. 

D,E,H, 71,80 y The way of union of the American colonies 
taught by the long struggle between Eng- 
land and France for control of North 
America. 

D, E, H, 80, 114^ The demand of American interests against 
England: (i) self-government, (2) religi- 
ous freedom, (3) modification of the Navi- 
gation Acts. 

D,E,76,8o,ii4 / The demand of Great Britain's interests 
against her American colonies: (i) colo- 
nial political dependency, (2) colonial tax- 
ation, whether direct or indirect duties. 

26 



II. SELECTED READING: 

James, Colonkation of New England (V), Chs. XXII- 
XXIV. 

III. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (III), Chs. XVI- 

XXIV. 
Jones, Colonisation of the Middle States (IV), Chs. XIV- 

XIX. 
Veditz, The Revolution (VI), Ch. VII. 
Geer, The Louisiana Purchase (VIII), Ch. I. 
MuNRO, Canada (XI), Chs. VII-XI. 

IV. SUGGBSTIO'NS— Instruction: 

1st. The period of 1714-1740 was one of transition in New- 
England to material colonial strength, and of prepa- 
ration for the final contest between England and 
France for control of America. Summarize the suc- 
cessive steps in the contest. 

2nd. Consult Ethnological map B, Vol. II; Colonial map of 
New England, Vol. V ; Eastern Railroad map, Vol. 
XVIII. 

3rd. The fuller accounts of the French and Indian War as 
given in the volumes on the colonization of the South 
and the Middle States, should be read carefully on this 
subject here. A full comparison of the Selected 
Reading for the topic should also be made with these 
volumes concerning "Colonial Life" in the English 
colonies in America during the later period, and their 
attitude toward England after the close of the French 
and Indian War. 

4th. England won New France, but failed to hold the .good 
will of her American colonies. Notice that the Eng- 
lish-speaking colonies realized that they had interests 
distinct from Europe ; whence "the rising tide of revo- 
lution." 

5th. The colonies resented tariff taxation, but claimed politi- 
cal rights ; whence the common explanation of the 
great cause of the American Revolution : Taxation 
nnthmit representation. Essentially the causes of dis- 
content were industrial, economic and social. (See 
portraits of Bannister, Ellery and Pepperell.) 

27 



V. QUESTIONS: 

1. What were the essential differences between England and 

France which kept them in conflict in America for 
nearly two centuries? 

2. Name the great military events connected with the Anglo- 

French war in America, known as the French and In- 
dian War. 

3. Explain how England could gain New France and yet 

hold New England. 

4. Make a summary of the complaints of the colonies 

against England. 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSGR, Vols. V, Chs. II, VII, VIII ; VI, Ch. I. 

B. FiSKE_, New France and Neiv England, Qis. VI-X (im- 

portant) ; The American Revolution, Chs. I, II. 
c. Channing, Vol. II, Chs. XIII, XV-XIX. 

D. Amer. Nation, Vols. VI, Chs. XI-XVIII ; VII, Chs. IX- 
XVII; VIII, Chs. I-VI, XII. 

E. Avery, Vols. Ill, Chs. XI-XII, XXVII; IV, Chr,. I- 

XIX ; V, Chs. I, II. 

F. "Contemporaries;' Vol. II, Chs. Ill, VII-XVI, XIX-XXI. 
e. HiLDRETH, Chs. XXIII-XXIX. 

H. Bancroft, Vol. II, Ch. XV; P. II, Chs. VI, XVI-XIX; 
Vol. Ill, Chs. I-XII. 

SPECIAL 

16. Doyle, English Colonies. 

33. KiNGSFORD, History of Canada. 

44. Amer. Comniomuealths: Massachusetts, Connecticut, 

Rhode Island. 

45. Lodge, English Colonies. 

59. WiNSOR, The Mississippi Basin. 

70. Parkman, a Half Century of Conflict. 

71. Bradley, The Fight With France for North America. 

74. Parkman, Montcalm and Wolfe. 

75. Fisher, Men, Women and Manners in Colonial Times. 

76. Lecky, England in the Eighteenth Century. Chapters on 

The American Revolution. 

yy. BoGART, Economic History of the United States. 

78. Tyler, History of American Literature During the Colo- 
nial Time. 

28 



Special — Continued. 

79. Green^ The Provincial Governor. 

80. Frothingham, Rise of the Republic. Important. 

81. Anier. Statesmen: Samuel and John Adams. 
89. Palfrey, History of New England. 

111. Franklin, Autobiography. 

112. Parton, Benjamin Franklin. 

1 14. Sloane, The French War and the Revolution. 

115, Hutchinson, History of Massachusetts. 

118. WteEDEN, Economic and Social History of New England. 
131. Varney, History of Maine. 

137. Wells, Samuel Adams. 

138. Allen, Life of Jonathan Edwards. 

supplemental 

HosMER, Life of Hutchinson. 

Epochs of American History. 

von Holst, History of the United States. 

McKiNLEY, Suffrage Franchise in the Thirteen Colonies. 

Bryant and Gay, Vol. Ill, Chs. VIII, X-XIII. 

Anderson, History of the Colonial Church. 

Commons (et. al., editors), Documentary History of Ameri- 
can Industrial Society, Vol. I. 

Beer, Commercial Policy of England tozvard the American 
Colonies. 

Howard, Introduction to Local Constitutional History. 

Stedman and Hutchinson, Library of American Litera- 
ture, Vols. I and II. 

Lalor, Cyclopaedia of Pol. Sc, etc. 

Williams, History of Vermont. 

note 

The events of the closing period of the topic belong to the 
American Revolution and are the subjects of most books treat- 
ing of the Revolution. 



29 



Copyright, 1912, by R. E. Beall 



American History 
aed Institutions 



Complcto in Four Courses (Five Parts to Each 

Course); Presented in 160 Topics, 

Each Complete in Itself. 



Corresponding to Volume VI of 

The History of North America, 



PREPARED BY 
Francis Newton Thorpe, Ph. D., LL. D. 

Professor of American Constitutional History, 
University of Pennsylvania, 1885-1898; now 
Professor of Political Science and Constitutional 
Law, University of Pittsburgh. 

ADVISORY INSTRUCTORS 
Edwin Piatt Tanner, Ph. D. 

Associate Professor of History, Syracuse Uni- 
versity. 

Clarence A. Dykstra, A. B. 

Associate Professor of American History and 
Political Science, University of Kansas. 

George Petrie, Ph. D. 

Professor of History, Alabama Polytechnic 
Institute. 

Clarence Walworth Alvord, Ph. D. 

Associate Professor of History, University of 
Illinois. 

IN COLLABORATION WITH 
Peter Joseph Hamilton, A, M., LL. D. 

Historian. 

Frederick W. Hodge 

Ethnologist -in -Charge, Bureau of American 
Ethnology, Smithsonian Institution. 



ROBERT EDGAR BEALL, 

Managing Elditor. 

Courses conducted under the direction of 
THE HOME UNIVERSITY LEAGUE 



Course 1 



Part V 



Under the special supervision of DR. TANNER 



Reference and 
Instruction Guide 



SUBJECT 

THE AMERICAN REVOLUTION 

Period: 1763-1783. 
TOPICS 
No. 32. The American (English) Col- 
onies in 1763. 

33. The Resistance of the Amer- 

ican Colonies to the British 
Colonial Policy. 

34. The Outbreak of Hostilities be- 

tween Great Britain and her 
American Colonies; their 
Union and Independence. 

35. The Revolutionary War: North- 

ern and Middle Campaigns. 

36. Foreign Intervention in the 

Revolutionary War and the 
Border State Strife. 

37. The RevolutionaryWar : South- 

ern Campaigns and Naval 
Operations. 

38. The Termination of the Revo- 

lutionary War. 

39. (a) The Finances of the Rev- 

olutionary War. 
(£)) The Disintegration of the 
Union. 

40. REVIEW: The Foundations 

of the American Nation. 

SUBJECTS Suggested for Special Oc- 
casions. 



btued by 

THE HOME UNIVERSITY LEAGUE. Inc.. 

Philadelphia. Pa. 



BIBLIOGRAPHY 

(1000-1783) 
SPECIAL 

History as a branch of Learning. 
References. 
Documents. 
Archives. 
Sources. 

American Institutions and Gov't. 
American Historical Literature re- 
lating to to the period : 

(1) Literary History. 

(2) Poems. 

(3) Historical Novels. 
INDEX to the Authors and Works cited 

in the topics (1-40). 



TOPIC 32 

THE AMERICAN (ENGLISH) COLONIES IN 1763 

I. SUBJECTS— Syllabus : 

1631-1764 

A^c,E, 71,76 a The Treaty of Paris (Feb. 10, 1763) — ^the 
close of an era and of the 150 years' strug- 
gle between England and France for con- 
trol of North America ; Spain as a factor in 
this struggle. 

c, H, 16, 71 b The relations of the Indians in the conflicts 
in America between England and France. 
(All the tribes involved, the Algonkins 
of Canada, who allied with the French, 
and the Five (Six) Nations (Iroquois) 
of New York, who allied with the English.) 

C,E,i6,45,77 c The development of the conditions prevailing 
in the Southern and New England colonies 
in 1763. 

1643-1765 

c,E, 16,45,77 d The development of the conditions prevail- 
ing in the Middle colonies in 1763. 

£,16,45,67,77 c Life on the frontiers before the Revolutionary 
War._ 

C,E,i6,45,77 / The distinguishing characteristics of the 
three sections or zones known as the South- 
ern, Middle and New England colonies. 
1763 

c, 16, 45, 79 g The systems of American colonial govern- 
ment. 

c, E, 16, 45 h The varying powers conferred under Ameri- 

can colonial charters. 

c,E,i6,45,78 i The extent of popular representation in the 
government of the American colonies. 

II. SELECTED READING: 

Veditz and James, The Revolution (VI), Chs. I-III. 

3 



III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Chs. VII-XI. 
Hamilton, Colonization of the South (HI), Chs. XVII- 

XIX. 
Jones, Colonization of the Middle States (IV), Ch. XVIII. 
James, Colonization of Nczv England (V), Ch. XXIII. 
Geer, The Louisiana Purchase (VIII), Ch. I. 
MuNRO, Canada (XI), Chs. VII, VIII, X. 

IV. SUGGESTIONS— Instruction : 

1st. Examine the Introduction and Preface to the volume. 

2nd. Read the selected chapters for the topic consecutively, 
and learn (as far as possible) the condition of Amer- 
ica as a unit in 1763. Examine the Collateral His- 
tory citations carefully in comparison. Consult map 
of the Frontiers, and map of colonial New England, 
Vol. IV; map of the Mississippi region. Vol. VIII; 
Railroad maps, Vols. XVII and XVIII. 

3Td. Notice the swift movement of events. In the next two 
years (1763-1765) after England triumphs over 
France in the contention of 150 years for control of 
America, she so antagonized her thirteen English- 
speaking colonies (Massachusetts to Georgia) as to 
(precipitate a revolution against her. 

4th. Consider the state of America as to population, pro- 
ducts, etc., comparing conditions in New England, the 
Middle and the Southern colonies. 

5th. Note the condition of society in England in the middle 
of the eighteenth century — disorderly, irreligious, 
frivolous, and a very corrupt political life. 

6th. Make a summary of the government of the colonies (or- 
ganization, suffrage, rights and privileges, relation to 
the British government, inter-colonial relations). 

V. QUESTIONS: 

1. Wlhat was the condition of America (English colonies) 

at the close of the French wars? 

2. What was the state of colonial industries? 

3. What was the distribution of population. North, Middle 

and South? 

4. Describe the government (civil organization) of a typi- 

cal colony. 

5. Wliy had the various plans for inter-colonial union failed ? 

6. W'hy was it difficult for England to understand America? 



VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. VI, Ch. I. 

B. FiSKE^ The American Revolution, Ch. I. 
c. Channing, Vol. II, Chs. Xi-XVII. 

E. Avery, Vol. V, Ch. I. 

F. "Contemporaries," Vol. IL, Ch. XXI. 

H. Bancroft, Vols. II, P. II, Chs. XVIII, XIX; III, Chs. 
I-III. 

SPECIAL 

i6. DoYLE, English Colonies. 

44. Amer. Commonwealths: Connecticut, Georgia, Kentticky, 

Massachusetts, Maryland, Nezv Jersey, New York, 
Pennsylvania, Rhode Island. 

45. Lodge, English Colonies. 

67. Roosevelt, The Winning of the West. 

71. Bradley, The Fight ivith France for North America. 

76. Lecky, England in the Eighteenth Century. Chapters 
on The American Revolution. Ch. XII is the ablest ac- 
account, within its extent, of the Revolution as a move- 
ment or event of the British Empire. 

yy. Bogart, Economic History of the United States. 

78. Tyler, History of American Literature During the Colo- 

nial Time. 

79. Green, The Provincial Governor. 

80. Frothingham, The Rise of the Republic. The best work 

on the early stages of the revolutionary movement. 
114. Sloane, The French War and the Revolution. 
121. Merriam, American Political Theories. 
134. Felt, Ecclesiastical History of New England. 

139. Mahon, History of England. 

140. Trevelyan, The American Revolution. This work, by 

the English statesman and historian, is of first impor- 
tance to those who would learn the political and eco- 
nomic conditions in England at the time, as well as the 
place of the Revolution among world-movements. 

141. LossiNG, Field-Book of the Revolution. A unique book, 

rich in maps, plans, sketches and portraits. The author 
visited every locality he describes, made sketches, col- 
lected information from survivors of the Revolution, 
etc. 

142. Winsor, Handbook of the Revolution. Essential to the 

specialist. 



SUPPLEMENTAL 

Cambridge Modern History. An imiportant co-operative his- 
tory. Vol. VII is on the United States and may be con- 
sulted generally on the topics dealing with the Revolu- 
tionary War. General and decursive in treatment. 

GoocH, Annals of Politics and Culture. 

The South in the Building of the Nation. 

Wilson, A History of the American People. A suggestive 
essay, principally useful for the period following the 
Revolutionary War. 

Epochs of American History: The Formation of the Union, 
by Hart. 

Chalmers, Introduction to the History of the Revolt of the 
American Colonies. 



TOPIC 33 

THE RESISTANCE OF THE AMERICAN COLONIES 
TO THE BRITISH COLONIAL POLICY 

I. SUBJECTS— Syllabus : 

I 649- I 767 

A,H,43,i45,i46 a British navigation laws as a demand for colo- 
nial tri'bute toward the support of the 
crown. 

3,0,43,80,146 b The Mercantile Theory — a tyranny precipi- 
tating the "Industrial Revolution" ; its 
similarity to the conduct of other nations 
for ages, e. g., France's treatment of Can- 
ada. 

D,H,43,8o,i46 c British plans of colonial taxation; England's 
"French Wars" debt the excuse for taxing 
her American colonies ; opposition to the 
tax (political, the economic principle of in- 
dustrial freedom not yet grasped by the 
masses). 

D,H,8o,i40,i46 d The Stamp Act and the Stamp Act Congress; 
repeal of the Act. 

B,D,48,8o,8i e The first efforts to unite the English colo- 
nies in America. 
I 768- I 774 

B,D,H,8o,ii4 / The swift movement toward the union of 
American colonies and resistance to the 
British policy ; the Non-Importation Agree- 
ment. 

D,H,8i, 137,145 g Samuel Adams and Patrick Henry — ^types of 
American Revolutionists. 

0,76,80,86,140 h The Boston Massacre; the reaction of Eng- 
lish sentiment in favor of the colonies 
(Burke and lesser men, leaders). 

D,H,76,8o,ii4 i The American Revolution as a political 
movement ; the War Party ; England's plan 
of military suppression ; the Committees of 
Correspon dence. 

D,E,76,8o,ii4 y The Townshend Acts; the burning of the 
Gas pee; the "Boston Tea Party"— a stu- 
dent's prank! 

7 



II. SELECTED READING: 

Veditz, The Revolution (VI), Chs. IV. V. 

III. COLLATERAL HISTORY: 

Hamilton, Colonization of the South (III), Ch. XXIV. 
Jones, Colonisation of the Middle States (IV), Ch. XIX. 
James, Colonisation of Neiv England (V), Ch. XXIV. 
Geer, The Louisiana Purchase (VIII), Ch. II. 
MuNRo, Canada (XI), Chs, X, XI. 

IV. SUGGESTIONS— Instruction : 

1st. Get clearly in mind what is meant by the Mercantile 
Theory, and its application in 1765 (by England), 
as a Policy. 

2nd. Make a summary (date, scope, etc.) of the British 
navigation laws. (See Index, Vol. XX.) 

3rd. Get clearly in mind the British reasons why America 
should be taxed (1765), also the American objections, 
;and whether taxation, contributing to the imperial 
treasury, or the manner in which the tax was imposed, 
brought on the American Revolution. Consult the 
volumes on colonization. (See Collateral History.) 

4th. Notice the industrial state of America, made dependent 
on England, not by nature, but by laiv. 

5th. Note the importance of the controversy over Writs of 
Assistance and the significance of Otis' speech declar- 
ing a law contrary to the Constitution to be void. 

6th. Contrast English and American theories of representa- 
tion. 

7th. Trace the action in Parliament leading to the repeal of 
the Stamp Act. 

8th. Observe the formal and orderly manner of opposing the 
British policy ; also the swift and orderly self-organi- 
zation of America as a political unit (in opposition to 
the British policy) by m.eans of the Committees of 
Correspondence, which were the backbone of the 
Revolution. 

9th. The Non-Importation Agreement meant the industrial 
independence of America. John Adams, and later, 
Abraham Lincoln, declared the Non- Importation 
Agreement and the Articles of Association (1774) to 
ibe essentially economic union and the beginning of 
our national union and independence, 
loth. Great Britain planned to vigorouslv suppress the "re- 
bellion" by force of arms. Note the effect. 
8 



V. QUESTIONS: 

1. What was the Mercantile Theory of trade, and how did 

England apply it to the colonies in 1765? 

2. Why did America refuse to contribute by taxation to the 

British treasury? 

3. Give an account of Samuel Adams and his part in the 

early stage of the Revolution. 

4. What was the Non-Importation Agreement? 

5. What were the Articles of Association and their signifi- 

cance in American History? 

6. What was the Board of Trade and Plantations? 

7. What were the Committees of Correspondence? 

8. To what extent were the Navigation Acts enforced ? 

VL CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. VI, Ch. I; VII, Ch. II. The Loyalists. 

B. FiSKE^ The American Revolution, Chs. I, II. 

D. Amer. Nation, Vols. VIII, Chs. I-XV; IX, Ch. I. 

E. Avery, Vol. V, Chs. II-IX. 

F. "Contemporaries;' Vol. II, Chs. XXIII-XXVI. 

G. HiLDRETH, Ch. XXX. 

H. Bancroft, Vol. Ill, Chs. V-XXIV. 

SPECIAL 

43. Beer, British Colonial Policy, 1754-1765. 

44. Amer. Commonwealths. Consult for States concerned. 
48. Thorpe, Constitutional History of the United States. 

76. Lecky, England in the Eighteenth Century. Chapters 
on the American Revolution. 

80. Frothingham, Rise of the Republic. 

81. Amer. Statesmen: Franklin, Samuel Adams, Henry, Wash- 

ington, J. Adams. 
86. Green, History of the English People. 
T14. Sloane, The French War and the Revolution. 
121. Merriam, American Political Theories. 
137. Wells, Samuel Admns. 

139. Mahon, History of England. 

140. Trevelyan, The American Revolution. 

143. Ramsey, The American Revolution. A participant who 

collected data with care. 

144. Sabine, American Loyalists. 

145. Tudor, Life of James Otis. 



Special — Continued. 

146. Fisher, The Stj-uggle for American Independence. xA.n 

advance in the interpretation of Revolutionary history. 
Biased, but corrects traditional views. 

147. Foster, A Century of American Diplomacy. The best. 

148. Harding, Select Orations Illustrating American Political 

History. 

149. Tyler, Literary History of the American Revolution. 

SUPPLEMENTAL 

Adams, John, Works. Edited by C. F. Adains. 

Lalor, Cyclopaedia of Pol. Sc, etc. 

Jefferson, Writings. Much information on the early stage 
of the Revolution. Ford's edition is the most com- 
plete. 

Burke, Works. Notably his defense of American rights. 

Henry, Life and Speeches of Patrick Henry. 

Epochs of American History. Consult the volume. Forma- 
tion of the Union, on the topics on the Revolution, gen- 
erally. 

Curtis, Constitutional Plistory of the United States. 

Thorpe, Charters and Constitutions. 

Beer, Commercial Policy of England towa4-d the American 
Colonies. 

Dickinson, Letters of a Farmer. 

Stille, Life and Times of John Dickinson. 

Bryant and Gay, Vol. HI, Chs. XHI, XIV. 



10 



TOPIC 34 

THE OUTBREAK OF HOSTILITIES BETWEEN 
GREAT BRITAIN AND HER AMERICAN COL- 
ONIES; THEIR UNION AND INDEPEN- 
DENCE 

I. SUBJECTS— Syllabus : 

1774-1775 
A,D,76,8o,ii4 a The American revolutionary movement; the 

Regulating, Transportation, Quebec and 

Quartering Acts. 
D,H,8o, 1 14,137 b The First Continental Congress; its person-. 

nel; the Articles of Association; Paul Re- 

vere's Ride. 
8,0,48,80,114 c The Amierican Revolutionists' dismissal of 

royal governors and the organization of 

State governments. 
D,H,76,i39,i40 d The pro- American speeches of Burke and 

Chatham in Parliament. 
£,11,80,141,151 e The Minute Men; the battles of Concord and 

Lexington ; the siege of Boston. 

1775 

B, E, H, 80 / The Mecklenburg Declaration of Independ- 

ence. 

B, E, n, y6, 157 g The appointment of Washington as command- 
er-in-chief. 

B, D, PI, 80 h The refusal of Canada to join the revolu- 

tionary colonies. 

B,D,E,8o,8i i Franklin's proposed "United Colonies of 

North America." 

D,H,76,i5i,i58 y The Continental Army. 

1775-1776 

6,0,76,80,137 k The development toward American inde- 
pendence. 

D,E, 1 44, 1 50, 1 59/ The Peace party (Loyalists) ; the immense in- 
fluence and instant efifect of Paine's Com- 
mon Sense. 

B,D,H,76,r47 m- The international measures instituted by the 
American colonies. 

0,11,80,152,155 n The Declaration of Independence. 

D,E,H,48,8o The Articles of Confederation. 

IT 



II. SELECTED READING: 

Veditz, The Revolution (VI), Chs. VLVIII ; App. I, II. 

III. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (HI), Qi. XXI. 
MoRAN, The Constitution (VII), Oh. I. 
Geer, The Louisiana Purchase (VIII), Chs. II, IV. 
MuNRO, Canada (XI), Ch. XL 

IV. SUGGESTIONS— Instruction: 

1st. Two American policies were open to Great Britain: 
coercion or government through the Assemblies, etc., 
essentially the method of Great Britain with her colo- 
nies to-day. Note how coercion hastened the Revolu- 
tion, the royal governors being turned out. 

2nd. Follow carefully the steps in the establishment of new 
State governments. Consult colonial map of New 
England (Vol. V) and the Railroad maps (Vols. 
XVII, XVIII). 

3rd. Get clearly in mind the agencies established leading to- 
ward union and independence : ( i ) State govern- 
ments; (2) an American (Federal) army; (3) a 
commander-in-chief (Washington) ; (4) Post-office 
and War Departments; (5) Paine's Common Sense. 

4th. The Loyalists: observe their view of the situation and 
the treatment of them by the Patriots. 

5th. Two great State papers issue from the movement, the 
Declaration of Independence and the Articles of Con- 
federation. Note the place of the Declaration among 
the great political utterances of history. 

6th. Examine the following illustrations in connection with 
the topic : Signers of Mecklenburg Declaration ;Declar- 
ation of Independence ; Express carrying news of the 
fight at Lexington ; Names of the first American Gen- 
erals ; portraits of Washington, of Lee and Adams, 
of Ross, Franklin and Rush, and of Knox and Adams. 

V. QUESTIONS: 

1. What causes or conditions precipitated war — the war of 

the Revolution? 

2. Why was it necessary to organize State governments? 

3. What causes led to the adoption of the Declaration of In- 

dependence ? 

4. Give an account of the Loyalists. 

12 



VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vol. VI, Chs. II, III. 

B. FiSKE_, The American Revolution, Chs. Ill, IV. 

D. Amer. Nation, Vols. VIII, Chs. XV-XVIII; IX, Chs. I-V. 

E. Avery, Vol. V, Chs. XI-XIV, XX, XXII. 

F. "Contemporaries," Vol. II, Chs. XXVII, XXX, XXXI. 

G. HiLDRETH, Chs. XXXI-XXXIII. 

H. Bancroft, Vols. Ill, Chs. XXV, XXVI ; IV, Chs. I-XIII, 
XX-XXVIII; V, Ch. I. 

SPECIAL 

44. Amer Commomvealths. Consult for the States concerned. 
48. Thorpe, Constitutional History of the United States. 
76. Lecky, England in the Eighteenth Century. Chapters on 
The American Revolution. 

80. Frothingham, Rise of the Republic. A vigorous state- 

ment. 

81. Amer. Statesmen: Franklin, Washington, Jefferson, 

Henry, John Adams, Samuel Adams, Marshall, Hamil- 
ton, Madison, Morris, Jay. 

114. Sloane, The French War and the Revolution. 

121. Merriam, American Political Theories. 

137. Wells, Samuel Adams. 

139. Mahon, History of England. 

140. TuEVELYAN, The American Revolution. 

141. Lossing, Field-Book of the Revolution. 

142. Winsor, Handbook of the Revolution. 

143. Ramsey, The American Revolution. 

144. Sabine, American Loyalists. 

145. TuDOR, Life of James Otis. 

146. Fisher, The Struggle for American Independence. 

147. Foster, A Century of American Diplomacy. 

148. Harding, Select Orations, Illustrating American Politi- 

cal History. 

149. Tyler, Literary History of the American Revolution. 

150. Van Tyne, The Loyalists of the American Revolution: 

151. Carrington, Battles of the American Revohition. 

152. Friedenwald, The Declaration of Independence. A criti- 

cal study. 

153. Morgan, The True Patrick Henry. 

154. Wirt, Patrick Henry. 

155. Parton, Thomas Jefferson. 

156. Rowland, George Mason. 

13 



Special — Con tin ucd. 

157. Irving, JJ'asJiin^to?!. Remains the most interesdng and 

readable, if not critical, life of Wasliington. A vi>-id pic- 
ture of tlie Revolutionary period. 

158. Ford, The True Gearge iVashingtoti. The best one- 

volimie biography. 

159. Flick, LoycJism in Xi-^zi.' York. 

160. McCr-\dy, Sauth Carolina in tlw Ret'olufion. 

161. Ballagh, Richard Henry Lee. 

162. Brady, American Government and Politics. (State gov- 

ernments. ) 

supplemental 

Washington, Jl'ritings. Sparks' or Ford's edition. 

Jefferson, Jl'ritings. 

Franklin, JJ'orks. Bigelow's or Smith's edition. 

Adams, Familiar Letters During the Rezvlutioi. 

Journals and Secret Journals of Congress. U. S. Go%-t. pub- 
lication. 

Force, American Archives. Documents: State papers. 

American Historical Rrvieze. Reprints of documentary let- 
ters, etc. 

Maga::ine of American History. Out of print, \aluable 
critical articles. 

Southern Historical Magadne. \'ahiable critical and special 
articles. 

Pennsylvania Magacine of History. Able : much informa- 
tion. 

Paine. Thomas, U^rifin^s. Common Sense: political pamph- 
lets. 

Sparks, Correspondence of the American Rez'olutioti, Being 
Letters of Eminent Men to Geort^r JJ'ashington. 

Lyman, Diplomacy of the United States. 

The South in the Building of the Xation. 

VON HoLST, History of the United States. 

Curtis, Constitutional History of the United States. 

Thorpe, Charters and Constitutions. 

Frothingham. History of the Siege of Boston. 

Graham. Mecklenhurc; Declaration of Indef'endence. 

Bryant ant. Gay, \'61. III. Chs. XV. X\'i. XIX. 

Smith, Our Struggle for the Fourteenth Colony. An im- 
portant account of the campaign for tlie conquest of 
Canada. 

Burke, Essay on Conciliation. 

Lalor. Cvchpaedia of Pol. Sc. . etc. 

M 



TOPIC 35 

THE REVOLUTIONARY WAR: NORTHERN AND 
MIDDLE CAMPAIGNS 

I. SUBJECTS— Syllabus : 

1775-1776 
A,D,H,76,i5i a Comparative resources of Great Britain and 

the colonies (United States of --Vmerica) ; 

British lack of great soldiers and great 

statesmen in the party then in power. 
B.D,i4l,i ^1,164 !' The battles of Fort Ticonderos^a, Crown 

Point, Breed's Hill, Bunker Hilir 
£,0,157,164,165 c The condition of the American army when 

\\'ashington assumed command. 
0,11,141,151,1641/ The operations of the Americans against 

Canada ; British evacuation of Boston. 
B,D,H,i4i,i64 e Re\T)lutionary struggles in \'irginia and the 

Carolinas (1776) ; the attack on Charleston ; 

the battle of Fort Moultrie. 

1776-1777 

D,H.i4i,i5i,i64/ The invasion of Can?da Dy the American 
army ; causes of its failure. 

B,D,i 14,151,164 t;;- The British plan to secure the Hudson Val- 
lev : die campaign in and about Long Island 
and New York City, ending in Washing- 
ton's retreat across Xew Jersey to Pennsyl- 
vania. 

B, D. 157 h The conferring of full authority on Wash- 

ington in war operations. 

B.H,i4i,i5i.i63 / The battles of Trenton and Princeton. 

B,D,H.i 14,151 j A summary of the campaign of 1776. 

B,D,H, 1 14,151 k Burgo}-ne's invasion of New York State from 
Canada. 

£.0,141,151.164/ Howe's campaign: the battles of Brandywine, 
Germantown and Forts fiercer and Mifflin ; 
the occupation of Philadelphia by the Brit- 
ish. 

D,n.T5i, 157,165 ;;/ Washington's army at Valley Forge. 

15 



Subjects — Continued. 

£,0,76,141,151 n Burgoyne's campaign: enlistment of the In- 
dians (Six Nations) against the Americans ; 
capture of Ticonderoga; siege of Fort 
Stanwix ; battles of Oriskany, Bennington, 
Bemis Heights, Saratoga (ist and 2nd); 
Burgoyne's surrender ; its effect on Europe. 

0,76,80,114,1400 Lord North's offer of conciliation (1777). 

II. SELECTED READING: 

Veditz, The Revolution (VI), Chs. IX-XI. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Ch. VII. 
MuNRO, Canada (XI), Ch. XI. 

IV. SUGGESTIONS— Instruction : 

1st. Consult the following maps : Colonial New England, Vol. 
V ; Trenton and Ft. Mifflin, Vol. VI ; Railroad maps. 
Vols. XVII, XVIII. Follow the events of the war on 
these maps. Compare the account oi the invasion of 
Canada with the narrative in the volume on Canada. 
(Collateral History ref.) (See portraits of Putnam 
and Warren.) 

2nd. Compare the resources of the British and the Ameri- 
cans (considering that the field of war was in America, 
3000 miles from England, a voyage of 6 to 10 weeks). 
Much of America was then an almost impenetrable 
wilderness. Great Britain was on the offensive, con- 
fronting conditions for which her army had not been 
trained ; America was on the defensive, amidst famil- 
iar surroundings. 

3rd. Summarize the military events in New England, New 
York and Pennsylvania, each section separately. 

4th. Note the Fabian policy of Washington and the course 
of military affairs. 

5th. Observe that Burgoyne's surrender marks the time when 
the people of the United States, as a nation, enter 
world politics. Europe takes notice. European gov- 
ernments quickly discern a new power — A New Na- 
tion. 

V. QUESTIONS: 

1. State the comparative resources (strength) of Great Brit- 

ain and America, for war, in 1776. 

2. Why did the Americans attempt to conquer Canada? 

16 



Questions — Continued. 

3. Give a summarized account of Washington and his cam- 

paigns from his accession as commander-in-chief to his 
retirement into winter quarters at Valley Forge. 

4. Give an account of Burgoyne's invasion and its results. 

5. Was Congress justified in rejecting Lord North's second 

scheme for conciliation? Explain. 
VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. VI, Chs. IV, V; VIII, App. Consult criti- 

cal articles, maps, bibliography, foot-notes, index. 

B. FiSKE, The American Revolution, Chs. Ill- VII. 
D. Amer. Nation, Vol. IX, Chs. III-XIII. 

F. "Contemporaries/' Vol. II, Ch. XXIX. 

G. HiLDRETH, Chs. XXXIV-XXXVII. Of special value. 
H. Bancroft, Vols. IV, Chs. XI, XTV-XIX; V, Chs. II- 

VIII, XI-XV. Very full on the Revolution. 

SPECIAL 

76. Lecky, England in the Eighteenth Century. 

80. Frothingham, Rise of the Republic. Very full on New 

England matters. 

81. Amer. Statesmen: Washington, Jefferson, Franklin, John 

Adams, Marshall, Hamilton, Henry, Madison, Morris, 
Jay. 
1 14. Sloane, The French War and the Revolution. 

140. Trevelyan, The American Revolution,. Consult freely. 

141. LossiNG, Field-Book of the American Revolution. 

142. WiNSOR, Handbook of the Revolution. 
149. Tyler, Literary History of the Revolution. 

151. Carrington, Battles of the American Revolution. 

157. Irving, Washington. * 

160. McCrady, South Carolina in the Revolution. 

163. Lowell, The Hessians in the Revolution. 

164. Lodge, History of the American Revolution. 

165. Bolton, The Private Soldier Under Washington. 

supplemental 

Stryker, Battles of Trenton and Princeton. 

Frothingham, Siege of Boston. 

Smith, Our Struggle for the Fourteenth Colony. 

Lee, Memoirs df the Revolutionary War in the Southern De- 
partment. 

Adams, C. F, Studies, Military and Diplomatic. Severe in 
criticism of Washington's military policy ; belittles his 
qualifications as a general. 
17 



TOPIC 36 

FOREIGN INTERVENTION IN THE REVOLUTION- 
ARY WAR, AND THE BORDER STATE STRIFE 

I. SUBJECTS— Syllabus : 

1776-1778 

A, D, E, 81, 147 a The efforts of the American representatives 

in Europe to obtain intervention against 

England. 
D,E,76,i47,i68 b The sympathy of France with America in 

the Revolutionary War; the neutrality of 

Spain ; the friendly interest of Prussia. 
D,E,76,i47,i68 c The American treaty of commerce and amity 

with France. 
B_, D, E, 80, 164 d The effect in America of the news of the al- 
liance of France with the Americans against 

England. 
D, E, 147, 168 e French fear of American (United States) 

supremacy. 
D,H,76,i40,i68 / The Franco-Spanish alliance against England ; 

Spanish conquest of the British province of 

West Florida. 
I 776- I 779 
D,E,H, 146,157 g The criticism of Washington by Congress; 

the distrust of the army ; the Conway cabal ; 

the conduct of Washington, and his hold on 

the people. 
0,11,76,140,146 h The appointment of Clinton to succeed Howe; 

the evacuation of Philadelphia by the Brit- 
ish. 
B,D,H,76,i64 i The arrival of a Frencli fleet in support of the 

American cause. 
^,0,60,67,76 y The Indian allies of Great Britain in the 

West ; border warfare. 

B, D, E, 60, 67 k George Rogers Clark's expedition and cam- 

paign in the Illinois country : its importance. 
B_,D,6o,67,i4i / Joseph Brant (chief of the Six Nations) and 
the Wyoming Valley massacre ; the battles 
of Stonv Point and Paulus Hook. 
18 



II. SELECTED READING: 

Veditz, The Revolution (VI), Chs. XII, XIII. 

III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (II), Chs. VI, VII. 
Hamilton, Colonization of the South (III) Ch. XXII. 
Geer, The Louisiana Purchase (VIII), Chs. II-IV. 
MuNRO, Canada (XI), Ch. XL 

IV. SUGGESTIONS— Instruction: 

1st. Notice how European politics, i. e., the relations be- 
tween Great Britain and France, Spain and Prussia, 
cause France to make an alliance with America, France 
and Spain to make an alliance against England, and 
Prussia to favor America. 

2nd. Follow carefully the work of the American agents in 
Europe, particularly of Franklin in France. Notice 
that France was in such a condition as to lead its 
people to favor the alliance. Louis XVI, and those 
who knew best the real financial condition of France, 
hesitated to appropriate money for the American 
cause. Consider the effect of the arrival of the French 
fleet in America. 

3rd. Washington was assailed as incapable. Follow the poli- 
tics of the attack, 'both in and out of Congress. 

4th. Give careful attention to the campaign of George Rog- 
ers Clark in the West (Illinois). It practically won 
the West for America. Consult Ethnological map B, 
Vol. II ; Frontiers map, Vol. IV ; map of the Missis- 
sippi region, Vol. VIII ; Railroad maps. Vols. XVII, 
XVIII. 

5th. Note the use made by England of mercenary troops, and 
the refusal of Russia to aid her in putting down "the 
American rebellion." 

6th. Notice the employment of Indians by the British; Jos- 
eph Brant and the Mohawks ; the Wyoming Valley 
massacre. (See portraits of Hancock; Kosciuszko 
and Pulaski ; Chastellux, Rochambeau and Portail ; de 
Grasse ; Lafayette. ) 

19 



V. QUESTIONS: 

1. Why did France make a treaty of commerce and alliance 

with America? 

2. Why did continental Europe openly or secretly take hos- 

tile steps toward England at this time? 

3. Why was Washington bitterly attacketl and opposed? 

4. What was the importance of Clark's caniixiign in the Illi- 

nois country ? 

VL CONTEMPOR.-\RY REFERENCES— Bibliography : 

GENERAL U. S. HISTORIES 

A. WiNsoR. Vols. M. Ch. VIII; yil, Ch. I. 

B. FiSKE, The American Revolution, Chs. VIII-XI. 

D. Amer. Neition, Vol. IX, Chs. XII, X\', XVI. 

E. Avery, Vol. VI, Chs. V, VIII, XII. 

F. ''Contemporaries;' Vol. II, Chs. XXVIII, XXXII. 

G. Hildreth. Ch. XXXVIII. 

H. Bancroft, Vol. V, Chs. IV, X, XVI-XXIV. 

SPECIAL 

19, Handbook of American Indians. 
60. WiNSOR, The H'estzi'ard Moz-onent. 
67. Roosevelt, The li'i)ini)ig of the JVcst. 
76. Lecky, England in the Eighteenth Century. Chapters on 
The American RczfoUition. 

80. Frotiiingiia!\[, Rise of the Republic. 

81. Amer. States^nen: Franklin, ]]'ashingtou, Jefferson, Henry, 

J. Adams, S. Adavis, Marshall, Hamilton, Madison, Mor- 
ris, Jay. 

140. Trevelvan, Tlie American Resolution. 

141. LossiNG, Field-Bo'ok of the American Revolution. 

142. Winsor, Handbook of the Revolution. 

143. Ramsey. The American Revolution. 

146. Fisher, The Struggle for American Independence. 

147. Foster, A Century of American Diplomacy . 
157. Irving. JJ'ashington. 

161. Ballagh, Richard Henry Lee. 

163. Lowell. The Hessians in the Revolution. 

164. Lodge, History of the American Revolution. 

166. Schuyler, American Diplomacy. 

167. Dewey, The Financial History of the United States. 

168. Perkins, France in the American Revolution. 

20 



SUPPLEMENTAL 

Treaties and Conventions of the U. S. Govt, publication, 
1910. 

Gilpin, The Madison Papers. 

Izard, Ralph, Corrcst>ondence. 

Hutchinson, The Diary and Letters of His Excellency 
Thomas Hutchinson. 

Madison, James, Letters and Other Writini^^s. 

Wharton, Digest of International Lazv. A treasure-house 
of knowledge. 

Tower, Lafayette in the American Revolution. 

Hale, Franklin in France. 

Greene, German Element in the Revolutionary War. 

Lyman, Diplomacy of the United States. 

Thwaites and Kellogg, The Revolution on the Upper 
Ohio. 

Alvord, Cahokia Records. (Ills. Hist. Colls., H, Introd.) 
Gives the best account of the taking of the Illinois conn- 
try by George Rogers Clark. Vols, II and V of the Ills. 
Hist. Colls., by the same author, contain the sources. 

Stone, Life and Times of Joseph Brant. 

Stone, Border IVars of the American Revolution. 

Bryant and Gay, Vol. Ill, Ch. XXIV. 

The Supplemental references cited in topic 34 apply equally 
to this topic. 



21 



TOPIC 37 

THE REVOLUTIONARY WAR: SOUTHERN CAM- 
PAIGNS AND NAVAL OPERATIONS 

I. SUBJECTS— Syllabus: 

1 778- 1 78 1 

A_,B,76,i5i,i64 a The British plan to subjugate the Southern 
colonies. 

£^,76,15 1,164 i> The British occupancy of Savannah, Sunbury 
and Augusta; the attack on Charleston and 
its surrender to the British. 

£,0,141,151,164 c The operations of generals Lincoln, DeKalb, 
Sumter, Gates, Williams and Marion. 

6,0,67,141,151 d The battle of King's Mountain. 

B,E,H,i5i,i64 e The appointment of General Greene to suc- 
ceed Gates. 

0,76,140,151,164 /The treason of Benedict Arnold. 

0,76,151,164,165 g The deplorable condition of the patriot army 
(1781) ; mutiny; a laggard Congress. 

I 775- I 779 

£,0,169,170,171 h The relativel}^ strong and phenomenally ac- 
tive American naval forces of the Revolu- 
tionary War. 

0,169,170,171 i A comparison of the American and British 
naval forces at the beginning of the Revo- 
lution. 

169, 170, 171 y Naval regulations of the Revolutionary War. 

B,D, 169, 1 70,1 7 1 k The beginning of the American navy. 

0,76,169,170.171 /The naval encounters of the Revolutionary 
War. 

£,£,169,170,171 ;/? Paul Jones: his cruises in the Providence, 
the Alford, the Ranger; the Bonhomme 
RicJwrd and the Serapis. 

£,0,169,170,171 n A summary of the strength and importance 
of the American navy in the Revolutionary 
War. 

n. SELECTED READING: 

Veditz, The Revolution (VI), Chs. XIV, XV. 

22 



III. COLLATERAL HISTORY: 

Thomas, The Indians in Historic Times (11), Ch. V. 
ScHAFER, The Pacific Slope (X), Ch. IL 

IV. SUGGESTIONS— Instruction : 

I St. Follow the military movements on the maps cited in 
topic 35. 

2nd. Note the condition of the South. Scattered cities, not 
easily defended, promised easy the conquest of it. 

3rd. Follow carefully the successes and defeats at the South. 
Notice the heroic efforts of the people and their de- 
votion to their leaders ; the importance of Greene's ap- 
pointment. 

4th. Consider in order the treason of Arnold: causes; An- 
dre's capture and execution ; the moral effect on the 
people of the report of the treason. 

5th. Notice the treatment of the army by Congress; mutiny 
and redress of grievances. 

6th. The Americans were a maritime people; the colonies 
were sea-board settlements. Compare the British and 
American naval resources, and get the story of the 
navy during the war. 

7th. Consult Expansion map, Vol. XV; Railroad map, Vol. 
XVII. (See Illustrations: Sketches of headdress; 
portraits of Paul Jones, Knox and Gates ; Sumter and 
Small wood; Greene and Williams.) 
V. QUESTIONS: 

1. What conditions promised success to British plans for the 

conquest of the South ? 

2. What event or cause, do you think, contributed chiefly to 

the defeat of the British plan? 

3. Give an account of Arnold's treason and its effect. 

4. When and how did the American navy begin ? 

5. Make a summary of the operations of the navy during the 

Revolutionary War. 
VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNsoR, Vols. VI, Chs. VI, yil ; VIII, App. 

B. FiSKE, The American Revolution, Chs. XII-XIV. 

D. Amer. Nation, Vol. IX, Chs. XII-XIV, XVI, XVII. 

E. Avery, Vol. VI, Chs. IX, X, XIII. 
G. HiLDRETH, Chs. XXXIX-XLIII. 

H. Bancroft, Vol. V, Chs. XXII, XXV, XXVIII; P. II, 
Ch. IL 

23 



SPECIAL 

(fj. Roosevelt, Winning of the West. 

76. Lecky, England in the Eighteenth Century. Chapters on 
The A}iierican Revolution. 

140. Trevelyan, The American Revolution. 

141. LossiNG, Ficld-Book of the Revolution. 

142. WiNSOR, Hwidbook of the Revolution. 

143. Ramsey, The American Revolution. 

151. Carrington, Battles of the American Revolntion. 

155. Parton, Jefferson. 

160. McCrady, South Carolina in the Revolution. 

164. Lodge, History of the American Revolution. 

165. Bolton, The Private Soldier under Washington. 

169. Cooper, History of the Navy. 

170. Paullin, The Navy of the Revolution. The only adequate 

account. 

171. Maclay, History of the United States Navy. Standard. 

supplemental 
Ames, Works of Fisher Ames. 

Johnston, Correspondence and Public Papers of John Jay.. 
Marshall, John, Life of Washington. 
Pickering, Life of Timothy I^ickering. 
Randall, Life of Jefferson. 
Sparks, Life of JJ'oshington. 
Upiiam, Life of Pickering. 
Webster, Noah, Essays and Fugitive Writings. 
The South in the Building of the Nation. 
Bryant and Gay, Vol. IV, Chs. I, II. 
Greene, Nathanael Greene. 

Lee, Memoirs of the Revolutionary War in the Southern De- 
partment. 



24 



TOPIC 38 

THE TERMINATION OF THE REVOLUTIONARY 

WAR 

L SUBJECTS— Syllabus: 

1781 

A,B,76,I40,I47 a A review of European politics as affecting 
America (United States) during the Revo- 
lutionary War. 

Bp,E,76,i68 b The French fleet in co-operation with the 
American army on the coast of New Eng- 
land. 

B,E^H,i4i,i64 c The campaign of General Greene in the Caro- 
linas; the battles of Cowpens, Guilford 
C. H., Ft. Watson, Hobkirk's Hill, Augusta, 
Ft. Ninety-six, Eutaw Springs. 

B, D, 141, 168 d Lafayette and the allied French and Ameri- 
can armies. 

B,D,H,i4i,i68 e The campaign of Cornwallis, ending in his 
surrender at Yorktown. 

B,D,H,i4y,i66 f The evacuation of Savannah, Charleston, New 
York, and other centers by the British. 

1782-1783 

B,D,H,76,i68 g The extent to wliich American independence 
was won without European recognition and 
aid (French). 

B,D,76,8i,i47 h The questions involved in making the treaty 
of American independence: (i) fisheries, 
(2) boundaries, (3) slaves, (4) claims of 
the Loyalists, (5) European political ad- 
justment ; also with Spain as to West Flor- 
ida. 

25 



Subjects — Continued. 

B^D,76,i40,i47 i Great Britain's demand for the absolute in- 
dependence of America ; the American con- 
ditions of peace demanded; the treaty of 
peace (Sept. 3, 1783). 

3^,76,147,168 j The attitude of France toward England and 
Amierica upon the termination of the Revo- 
lution. 

Bp,H,i,i57 k The misery of the American army at the close 

of the Revolution and the meager provision 
made by Congress for the soldiers, 

B,D,H,i,i57 / Washington's farewell address to the army; 

his retirement to private life ; the Society of 
the Cincinnati. 

II. SELECTED READING: 

Veditz, The Revolution (VI), Chs. XVI, XVII. 

III. COLLATERAL HISTORY: 

Hamilton, Colonisation of the South (HI), Chs. XXII, 

XXIII. 
MoRAN, The Constitution (VII), Ch. I. 
Monro, Canada (XI), Chs. XI, XII. 

IV. SUGGESTIONS— Instruction: 

1st. Note that European politics again affect the history of 
America — a sort of aftermath of the Anglo-French- 
Spanish struggle for control of the New World. 

2nd. Make a summary of the French operations in the 
American War. 

3rd. Make a summary of the military events in the South : 

(a) The capture of forts and towns by the British. 

(b) The campaign of Cornwallis, ending with the surren- 

der of the British army at Yorktown. 
4th. Difficult questions were involved in concluding peace: 

(a) Foreign interests — British, French, Spanish. 

(b) American interests — involving (i) boundaries, (2) 

fishery rights, (3) the Loyalists, (4) slave property 
seized by the British during the war. 
5th. Note the miserable condition of the American soldiers, 

and the indifference of Congress toward them. 
6th. Observe the incidents connected with the retirement of 

Washington from the army. 
7tb. Consult Expansion map (Vol. XV) and Railroad maps 
(Vols. XVII, XVIII). (See portraits of Jay and 
others.) 

26 



V. QUESTIONS: 

1. How did world-politics affect the making of peace at the 

close of the Revolution ? 

2. Give an account of the cam,paign of Lord Cornwallis in 

the South, including- his surrender at Yorktown. 

3. What questions were involved in making peace ? 

4. Name the American diplomats who negotiated the treaty 

of peace. 

5. Describe the condition of the American Army in 1783. 

6. Give your estimate o>f Washington's conduct in the clos- 

ing scenes of the war. 

Vl. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 

A. WiNSOR, Vols. VI, Chs. VI, IX ; VII, Ch. II. 

B. FiSKE, The American Revolution, Ch. XV; The Critical 

Period of American History, Chs. I-III. 

D. Amer. Nation, Vols. IX, Ch. XVIi; X, Chs. I, II. 

E. Avery, Vol. VI, Chs. XIV-XVII. 

F. "Contemporaries," Vol. II, Chs. XXXIV, XXXV. 

G. Hildreth, Ch. XLV. 

H. Bancroft, Vols. V, P. II, Chs. I, III-VII ; VI, Chs. I, II- 
VII. See particularly for explanation of the extent to 
which independence was won without foreign recognition 
and aid. 
I. McMaster, a History of the People of the United States, 
Vol. I, Chs. I, II. (See Note.) 
special 
76. Lecky, England in the Eighteenth Century. Chapters on 

The American Revolution. 
81. Am.cr. Statesmen. Washington, Jefferson, Franklin, 
Adams, Hamilton, Madison, Marshall, Monroe, Jay. 

140. Trevelyan, The American Revolution. 

141. LossiNG, Field-Book of the Revolution. 

147. Foster, A Century of American Diplomacy. 

148. Harding, Select Orations J llust rating American Political 

History. 

149. Tyler, Literary History of the Revolution. 

150. Van Tyne, The Loyalist in the American Revolution. 
157. Irving, Washington. 

160. McCrady, South Carolina in the Revolution. 
164. Lodge, History of the American Revolution. 
166. Schuyler, American Diplomacy. 
168. Perkins, France in the American Revolution. 

27 



SUPPLEMENTAL 

Lee, Memoirs of the Revolutionary War in the Southern 
Department. 

Bryant and Gay, Vol. IV, Qis. Ill, IV. 

Treaties and Cowventions of the U. S. Govt, publication, 
1910. 

Journals and Secret Journals of Congress. U. S. Govt, publi- 
cation. 

Washington, Writings. 

Jefferson, Writings. 

Franklin, Works. 

Adams, Works. Edited by C. F. Adams. 

Lodge, The Works of Alexander Hmnilton. 

The South in tlie Building of the Nation. 

Wharton, The Revolutionary and Diplomatic Correspond- 
ence of the United States. 
note 

McMaster's history, as its title indicates, deals with social, 
industrial, intellectual and economic conditions rather than with 
constitutional questions. It is a valuable and interesting^ work, 
standing almost alone as a portrayal of the life of the people for 
the period it covers, 1784- 1860. 



28 



TOPIC 39 

a. THE FINANCES OF THE REVOLUTIONARY WAR 

b. THE DISINTEGRATION OF THE UNION 

I SUBJECTS— Syllabus : 

1775-1783 

B,D,F,i67,i72 a The cost of the Revolutionary War. 

D,F,yy,i6^,iy2 b The financial methods of Congress during the 
Revolution; bills of credit, lotteries, tax- 
ation, paper currency ; the attempt to create 
wealth "by act of Congress" and the re- 
fusal of the States to support the scheme. 

D, F, 167, 172 c The amount of paper in circulation (State 
and Continental) during the Revolution; 
its redemption value in coin. 

D, E, 167, 172 d Robert Morris, the financier of the Revo- 
lution. 

D,H, 77, 1 67, 1 72 e The extravagance of the Government during 
the Revolutionary War; its unsound finan- 
cial expedients ; the decay of public credit. 
I 776- I 787 

0,44,48,175,176/ The formation of the first local (State) gov- 
ernments ; the State constitutions. 

0,48,174,175 g The common law as the basis of the civil 
(State) organization; the courts; elections; 
suffrage. 

B,D,i,48,i75 h The necessity for the reconstruction of the 
Union after the close of the Revolution. 

B, D, I, 48, 61 i The Western lands as the crucial point in re- 
constructing the Union of 1776. 

B, 0,1,48,81 j The Articles of Confederation; their defects; 
the Annapolis Convention ; the Federal Con- 
stitutional Convention called (1787). 

II. SELECTED READING : 

Veditz, The Revolution (\T). Chs. XVIII, XIX. 

III. COLLATERAL HISTORY: 

MoRAN, The Constihition (VII), Chs. I, II. 
Geer, The Louisiana Purchase (VIII), Chs. III. IV. 
Thorpe, The Civil War: National View (XV), Ch. III. 

29 



IV. SUGGESTIONS— Instruction: 

1st. Notice the financial method of Congress and the States, 
resulting in the depreciation of the value of all paper 
money. Robert Morris (and others) suggested reme- 
dies, but they were ignored for the time being. 

2nd. Note the devices resorted to for sustaining public credit 
— lotteries, paper currency, etc. 

3rd. Congress had not power to collect a tax; the States 
were willing to grant Congress this power. Follow 
carefully the steps in the decay of credit, State and 
Federal. Wealth cannot be created by mere law ; the 
measure of wealth is labor. 

4th. Examine closely the organization of State governments : 
(a) the constitutions (limiting and defining the pow- 
ers granted by the people) ; (b) the courts; (c) the 
executive; (d) the legislative ; (e) suffrage. 

5th. The Articles of Confederation were a temporary Fede- 
ral Constitution, deriving authority from the States. 
Make a careful examination of the defects of the 
Articles as a working constitution. 

V. QUESTIONS: 

1. Explain the causes of the desperate financial state of the 

country at the close of the Revolution and the remedial 
devices resorted to. 

2. Give an account of Robert Morris. 

3. What was the importance of the Western lands? 

4. Give an account of the organization of the State govern- 

ments. 

5. What were the defects of the Articles of Confederation? 

VI. CONTEMPORARY REFERENCES— Bibliography: 

GENERAL U. S. HISTORIES 
A. WiNSOR, Vol. VII, Ch. III. 

P.. FiSKE, The Critical Period of American History, Chs. II- 
IV. 

D. Amer. Nation, Vol. X, Chs. III-IX. 

E. Avery, Vol. VI, Chs. VI, XVIII. 

F. 'Tontemporaries," Vols. II, Ch. XXXIII; III, Chs. II-V, 

VIII, IX. 

G. Hildreth, Gis. XLIV, XLAT. 

H. Bancroft, Vols. V, Chs. IX, XXIX ; VI, P. II, Chs. L 

VIII. 
I. McMaster, Vol. I, Chs. Ill, IV. 

30 



SPECIAL 

44. Amer. Commonwealths. Consult for the States concerned. 

48. Thorpe, Constitutional History of the United States. 

61. Hinsdale, The Old Northivest. 

jy. BoGART_, Economic History of the United States. 

81. Amer. Statesmen. Same as in the preceding topic. 
112. Parton, Franklin. 

118. Weeden, Economic History of Nezv England. 
140. Trevelyan, The American Revolution. 

146. Fisher, TJie Struggle for American Independence. 

147. Foster, A Century of American Diplomacy. 
162. Beard, American Government and Politics. 

167. Dewey, The Financial History of the United States. 
iy2. Sumner, The Finances and the Financier of the Revolu- 
tion. Robert Morris, in Makers of America. 

173. Bancroft, Formation of the Constitution. Condition of 

the country under the Articles of Confederation. 

174. Bryce, The American Commonzvealth. 

175. Landon, The Constitutional History and Government of 

the United States. 

176. Stephens, The War beticeen the States. Important as 

giving- the "States rights" view of the formation of the 
Union. 

supplemental 

Lalor, Cyclopaedia of Pol. Sc, etc. 

Thorpe, CJiarters and Constitutions. The first State consti- 
tutions. 

Bullock, Finances of the United States. 

Writings of : Washington, Jefferson, Franklin. 

Journals and Secret Journals of Congress. 

McKinley, Suffrage Franchise in the Thirteen Colonies. 

Hamilton, Writings. 

McMaster, Life of Franklin. 

Stille, Life and Times of John Dickinson. 

Dickinson, John, Political Writings. 

Gannett, Boundaries of the United States and of the Seve- 
ral States and Territories. 

Morey, First State Constitutions. (Annals Amer. Acad.) 

The South in the Building of the Nation. 

Wilson, A History of the American People. 

von Holst, History of the United States. ^ 

Curtis, Constitutional Historv of the United States. 

Jameson, The Constitutional Convention. 

Hunt, Life of Madison. 

3T 



TOPIC 40 

A Rez'icw of Course i 

THEME: THE FOUNDATIONS OF THE AMERICAN 

NATION 

A. D. 458-1783 

I. SUBJECTS— Syllabus: 

A, B^ c, D, H a The discovery and exploration of North Am- 
erica : Pre-Columbian ; Columbus ; Spanish, 
English, French and Dutch exploration. 

A, B, C, D, H b Colonization : Spanish, French, English, 

Dutch and Swedish settlements ; transplac- 
ing the natives ; international aggression 
and conflict on American ground : inter- 
colonial relations: development toward 
union, independence, and the forming of a 
Ncn' A'ation in a New IVorld. 

B, D, H^ 76, 80 c The American Revolution : conditions in the 

English (American) colonies. 1763; resist- 
ance to the British colonial policy ; steps to 
union and independence : the military con- 
flicts of the Revolutionary War ; foreign 
(French) recognition of independence and 
assistance : the achievement of independ- 
ence ; acts leading to the perpetual establish- 
ment of the United States under a Federal 
constitution. 

II. SELECTED READING : 

Brittain, Dicovery and Exploration (I). Ch. II. 
Veditz, The Revolution (VI), Chs. I-R', VIII, XIX. 

III. COLLATERAL HISTORY: 

Thomas. TJie Indians in Historic Tinics (II). Chs. III-XI. 
MoRAN. The Constitution (VII), Chs. I. II. 
Geer, The Louisiana Purchase {Y\ll) , Chs. 1-\Y . 

Make a comparison in detail of the chronological tables 
(to 1783) in Vols. I, III-V, IX-XI. 

32 



IV. SUGGESTIONS— Instruction: 

1st. Alake separate lists of all the explorers of North Amer- 
ica, according to nationality, and then trace on the 
map the explorers' tracks, using various colors or 
markings to designate the different nations repre- 
sented. Get well in mind the work of each explorer 
and the chronological order or successive steps in 
exploration. 

2n-d. Examine simultaneously the chronological tables in the 
three volumes on colonization. In order to become 
familiar with events and conditions prevailing in the 
several sections at the same period, compare periods 
and episodes, e. g., religious movements, Indian wars, 
the Anglo-French conflict, effect of the Stamp Act, 
etc. 

3rd. Consider the Revolutionary War as a single episode. 
Survey it in all of its phases separately: the induce- 
ments to union ; the social relations between the 
Whigs, Tories, and British ; the industrial and com- 
mercial conditions ; the campaigns, battles, and forces 
engaged ; the equipment for war ; the great states- 
men of the period, etc. 

4th. Consider the great issues, difficulties, and achievements 
of the long period of colonization terminating in the 
Revolutionary War, through which the "foundations 
of the American nation" were solidly laid. 

5th. This review completes the first of the four courses in 
American History and Institutions. Write a paper of 
at least 1200 words on some appropriate subject. 
If preferred, the subject may be chosen from the list 
of subjects api^earing on the succeeding pages. This 
paper is to be sent in with the answers to the ques- 
tions on Course i (topics 1-40). The three other 
courses proceed in the same manner as the first course. 
Answers and papers for examination may either be 
sent in for each course separately as finished, or held 
until the completion of the four courses, when Gradu- 
ation Certificates, as merited, are awarded. 



^^ QUESTIONS: 

1. Who were the great personages of this period? 

2. What are the principal events of the period ? 

3. What was the extension of geographical knowledge dur- 

ing this period? 

4. What was the theater of the conflict in the Anglo-French 

war for America? What in the war for Independence? 

5. Bound the territory acquired from Great Britain by the 

Revolutionary War (Treaty of 1783). 

VI. CONTEMPORARY REFERENCES— Bibliography : 

GENERAL U. S, HISTORIES 

Readers may well become familiar with all the General His- 
tories cited in the course. It will be helpful in this review to take 
a running look over the narratives of Discover\% Colonization 
and the Revolution given in such of the general histories as may 
be accessible to the reader. 

SPECIAL 

The biographies and special histories cited in the topics of 
this course direct the reader to the great books which have been 
written on the subjects or characters identified with the course. 
These books serve to present *vith completeness and great ful- 
ness all the subjects listed in the different topics of the course, 
as against the more limited treatment and omissions of the Gen- 
eral Histories. 

SUPPLEMENTAL 

Since the Supplemental References consist mainly of pri- 
mary sources and other works not generally accessible, and are 
intended to guide the reader in special investigation, the works 
listed under this classification are not called into use in this re- 
view ; but the reader is directed to the Special Bibliography here- 
in. Under each division or classification of the Special Bibli- 
ography helpful suggestions are to 'be found, with such works 
cited as will conveniently direct readers to the leading works 
publi.-hed on any line or matter in any way connected with Am- 
erican history. 



34 



SUBJECTS SUGGESTED FOR SPECIAL OCCASIONS 

A list of themes appropriate to course No. i, for essays or 
other papers, addresses, discussion, etc. By consulting the syllabi 
other subjects suitable to each topic will be suggested. 

DISCOVERY AND EXPLORATION 

The Northmen and their ancestors as navigators. 

Early adventurers : Marco Polo ; Prince Henry of Portugal. 

Geographical knowledge at the time of the first voyage of 
Columbus. 

The character and career of Columbus. 

Amerigo Vespucci and the naming of America. 

Spanish colonization and colonial administration. 

Purpose and results oi early French explorations. 

The conquest of Mexico. 

Samuel Champlain. 

The French in the Mississippi Valley. 

The spirit and purpose of English explorations in the New 
World. 

The cartography of North America to the close of the six- 
teenth century. 

A critical study of one historian of the period. 

THE COLONIZATION OF THE SOUTH 

The significance of the first English charters (colonial). 

The Huguenots in Florida. 

Life in Virginia, 1607- 1640. 

Church and State in the Carolinas. 

The Virginia House of Burgesses. 

Plantation life in Virginia (or South Carolina) in Colonial 
times. 

The Puritans in the South. 

The economic aspects of Southern colonization. 

Vestiges of Latin supremacy at the South. 

A comparative study of social institutions in the Southern 
colonies, from their settlement to the American Revolu- 
tion. 

Bacon's rebellion. 

The gradual making of the map of the Southern colonies. 

Comparative study of Hamilton's Colonisation of the South, 
with two other histoi ians, e. g., Bancroft and Channing, 

35 



THE COLONIZATION OF THE MIDDLE STATES 

The Swedes on the Delaware. 

ReHgious toleration in Maryland. 

The history of West Jersey. 

William Penn. 

The Society of Friends and their influence in America. 

Effects of the Revolution of 1688 in America. 

Social life in Pennsylvania during the seventeenth century. 

The influence of Benjamin Franklin in Pennsylvania. 

The separation of Delaware from Pennsylvania. 

The case of John Peter Zenger. 

Sir Edmund Andros. 

The Duke of York's Book of Laws. 

A comparative study of Fiske's Dutch and Quaker Colonies 
and Channing's narrative with Jones' Colonisation of the 
Middle States. 

A comparison of "life" in the Middle and Southern colonies. 

A comparison of religious toleration in Rhode Island, Penn- 
sylvania and Maryland. 

THE COLONIZATION OF NEW ENGLAND 

The Puritans in England and New England. 

Early union of Church and State in New England. 

Roger Williams. 

The founding of Maine. 

Economic aspects of life in New England in the eighteenth 
century . 

The House of Stuart and New England. 

The ideals of a Puritan commonwealth. 

Witchcraft: New England's guilt and innocence. 

The essential causes of conflict between the royal governors 
and the New England Assemblies. 

Early educational opportunities in New England. 

The history of New England as a chapter in the history of 
civilization : Buckle's theory applied. 

Some explanations of the prompt initiation in New England 
of revolt against England, 1765-1775. 

Comparative study of New England and the South in colo- 
nial times. 



36 



THE EARLY WESTWARD MOVEMENT 

The British Western policy. 
Virginia and early Western expansion. 
The rise of the fur trade. 
The French province of Louisiana. 

A comparison of French and English systems of coloniza- 
tion. 

THE AMERICAN REVOLUTION 

Conditions in the thirteen American (English) colonies at 
the outbreak of the Revolution. 

The essential causes of active resistance to the British Gov- 
ernment. 

The Revolution, whether inevitable, or precipitated by de- 
signing men. 

The essential principles of the Declaration of Independence. 

A comparison of Trevelyan's and Bancroft's accounts of 
General Burgoyne's campaign with the account in The 
History of North America, Vol. VI. 

Benjamin Franklin as a diplomat. 

Lafayette in the Revolution. 

The American Congress during the Revolution. 

The Revolution as England saw and understood it. 

The French alliance. 

The state of America in 1784 (using McMaster's account in 
his History of the People of the United States as supple- 
mental to the narrative in The History of North America. 

The condition of civil government in America during the 
Revolution. 

The Indians during the Revolutionary War. 

The results of George Rogers Clark's expedition. 



37 



A Bibliography of American History 

Covering the period from the early discoveries to the close of the 
Revolutionary War. 

Bibliography comprehends publications of all degrees of 
value, and the reader, unaided, is in peril of confusing valueless 
with valuable books. The intention of this bibliography is 
solely to cite for the reader's guidance such authorities and writ- 
ings as will, if carefully examined, acquaint him with the import- 
ant aspects of the subject in hand. 

The bibliography is not exhaustive: it fairly covers and in- 
cludes the books best worth knowing — those with which the 
reader's time can be spent to the greatest advantage. It is ample 
for all ordinary requirements ; indeed, those who are prepared to 
utilize an exhaustive or complete bibliography of a particular 
subject are quite capable of preparing their own. 

The elimination of books which are not classed as authorita- 
tive, the avoidance of extensive lists which tend to tedious search, 
the classified arrangement of the references in the topics and in 
the indexes, the special citations in the syllabi — these are all 
features of this bibliography which serve the desirable ends of 
trustworthiness, time-saving, convenience and direct guidance to 
the data sought. 

Many of the eminent authorities cited in this bibliography 
mention in footnotes the principal material on which they base 
their narratives. The reader may, therefore, as far as it is acces- 
sible, consult tlie material thus cited. But very few libraries, how- 
ever, either public or private, contain, to any extent, that material 
which among scholars goes by the name of "sources." 

38 



Special Bibliography 

WORKS RELATING TO HISTORY AS A BRANCH OF LEARNING 

Mac AULA Y, Essay on History. 

Carlyle^ Essay on History. 

Emerson, Essay on History, 

Taine, Philosophy and History. 

Taine, Criticism and History. 

Harrison, The Meaning of History. 

Allen, The Place of History in Education, 

Rhodes, Concerning the Writing of History {Annual Rep. 
Amer. Hist. Asso., 1900). 

Smith, Goldwin, Lectures on Modern History. 

Buckle, History of Civilisation in England. The classic 
work on the theory that physical causes determine the 
course of history. 

Draper, History of the American Civil War (Vol. I). Works 
out Buckle's theory as applied to North America. 

Clark, Buckle and his Theory of Averages (in Nineteenth 
Century questions). 

Matthews, Brander, Aspects of Fiction. 

George, Historical Evidence, 

Freeman, Methods of Historical Study. 

Mace, Method in History. 

Acton, Historical Essays and Studies. 

Acton, Literature in the Study of History. 

Channing and Hart, Guide to the Study of American His- 
tory. 

Hinsdale, Hou> to Study History, 

Vincent, Historical Research. 

George, The Relations of Geography and History. 

Brigham, Geographic Influences in American History. 

Semple, American History and its Geographical Influences. 

39 



REFERENCES 

WiNSOR, Narrative and Critical History. Valuable bibli- 
ography. 

The American Nation. Each of the 26 volumes of this ser- 
ies gives an ample bibliography of its subject. 

Larned^ ed., Literature of A^nerican History. Contains ref- 
erences with annotations to more than 4000 books. Up 
to 1899. Supplements for 1900 to 1904 published. 

Writings on American History. Annual bibliographies of 
"works published. 

Griffin, Bibliography of American Historical Societies 
(Ainer. Hist. Soc. An. Rep., 1905, Vol. II). 

Foster, References. 

Kroeger, Guide to the Study and Use of Reference Books. 

Sparks, Topical Reference Lists^ 

Allen, History Topics. 

GoRDY AND TwiCHELL, A Pathfinder in American History. 

Channing and Hart, Guide to the Study of American His- 
tory. Contains several hundred pages of bibliographical 
references, but is noi up-to-date. 

Hart, Manual of American History, Diplomacy and Gov- 
ernment. Recent. Supplies abundant references. 

Historical Sources in Schools. Has collections of references 
to source material. 

Jameson, Dictionary of United States History. 

Lamb, Biographical Dictionary of the United States. 

Larned, History for Ready Reference. 

Baker, History in Fiction — American History. Vol. II 

Lalor, Cyclopaedia of Pol. Sc, History, etc. 

LossiNG, Harper's Popular Cyclopaedia of United States His- 
tory. 

The standard general encyclopedias serve the purpose, more 
or less, of reference to American History subjects, par- 
ticularly as to names and places. 
documents 
Public Documents of the United States Government: 

Journals of the Continental Congress. 

Everhart, United States Public Documents. Consult as to 
the nature of these documents and how to use them. 

Wyer, United States Government Documents. (N. Y. State 
Library Bulletin, No. 102.) 

Kroeger, Guide to the Study and Use of Reference Books. 

Bibliography of Government Publications. (Carnegie Inst., 



Ames^ Comprehensive Index to the Publications of the Uni- 
ted States Government, 1881-1893. Indexes from 1893 
to date have been published by the Government. 

The Government now makes many public libraries deposi- 
taries of the vast current documentary material issued by 
Congress and the Government departments. It is thus 
readily accessible. The Superintendent of Documents 
will sell any available Governm.ent publication at cost of 
printing and binding. 

Reports of the Decisions of the United States Supreme Court. 
These may be found in any well equipped law library. 

The Colonial Lazvs are not easily accessible, their rarity and 
expense making their possession practically impossible 
to most libraries. Reprints of them, however, are accu- 
mulating from year to year. 

Force, ed., The American Archives. An invaluable collec- 
tion for the early Revolutionary period. 

State Documents. Nearly all the States reprint important 
documents connected with the government of their re- 
spective States and on other important matters. These 
are frequently available, free upon request, or may be 
found in State and public libraries. 

Thorpe, The Federal and State Constitutions, Colonial Char- 
ters and other Organic Lazvs of the States, Territories 
and Colonies now or heretofore forming the United 
States of America. Issued from the Government Print- 
ing Office, 7 vols. Serial number, 5 190-5194.; 59th 
Congress, 2d session. House Document No. 357. This 
is a monumental work, indispensable in the study of 
American Constitutional Government. The collection 
of State constitutions is complete to 1906. Copies of 
new constitutions can be obtained from State officials. 

Ames, State Documents on Federal Relations: The States 
and the United States. State documents pertaining to 
the relations of the States to the Federal Government. 

Hill, Liberty Documents. Important constitutional docu- 
micnts with critical notes by present day historians. 

MacDonald, Select Charters and other Documents Illustra- 
tive of American History. 1606- 1775. 

MacDonald, Select Documents Illustrative of the History of 
the United States. 1776-1861. 

American History Leaflets. Reprints of important docu- 
ments. 

Old South Leaflets. Reprints of original documents and 
papers, with notes. 

41 



ARCHIVES 

European Archives, so far as affording material for Ameri- 
can history, are as yet largely inaccessible, save at much expense ; 
but the publication of valuable documents is in progress. They 
are announced from time to time by the societies or publishers 
having them in hand. Information is likely to appear in The 
American Historical Review, the organ of the American Historical 
Association. 

Archives of the States. With some exceptions the different 
States now publish their archives, and, in many instances, make 
a mass of historical matter available to the public through State 
and other libraries. 

Historical Societies (State, county and local) increase the ac- 
cessibility of the general mass of material. The reader may ad- 
vantageously make a special study of his own locality in its rela- 
tions to the general movement of history. 

The American Historical Reviezv, edited by a committee 
elected by the American Historical Association, contains critical 
papers by scholars on various aspects of the history of North 
America. It reprints documents, and publishes reviews of histor- 
ies, biographies, travels, documentary publications, etc. It also 
gives information from time to time of the reprinting and 
publishing of valuable archives. 

Periodicals. A number of periodicals are now published by 
the various historical societies. While very few other periodicals 
are devoted wholly to history, the files of many of them contain 
valuable articles. The following may be named : The Atlantic 
Monthly, Century (on the Civil War especially), Forum, North 
American Review, Nation, Political Science Quarterly, Scrihner^s, 
Magazine of American History and American Historical Reviezv, 
the last two named being confined to historical matters. 

Poole's Index to Periodical Literature makes the historical 

matter of leading periodicals accessible. 
Griffin, Bibliography of American Historical Societies. 
(Amer. Hist. Asso. Annual Rep., 1905, Vol. II.) Com- 
plete to 1905. 
Stevens, Facsimiles of Manuscripts in European Archives 
Relating to America, 1770-1783. This vast collection of 
25 volumes makes accessible in America the most im- 
portant documents now stored in European archives re- 
lating to the American Revolution, 

42 



SOURCES 

Caldwell and Persinger, A Source History of the United 
States. 

Hart^ American History Told by Contemporaries. Used as 
a general history in these courses. 

Hart, Source Book of American History. 

Historical Sources in Schools. 

MacDonald, Documentary Source-Book of American His- 
tory. 

Thorpe, Charters and Constitutions. (See documents.) 



In these courses the leading sources relating to the different 
topics are cited in the topics themselves among the Supplemental 
References. 

AMERICAN INSTITUTIONS AND GOVERNMENT 

Hart, Manual of American History, Diplomacy and Gov- 
ernment. 

Bryce, The American Commomvealth. The best work on 
American Government and Institutions. 

Hart, Actual Government as Applied under American Con- 
ditions. 

WooDBURN, The American Republic and its Government. 

Reinsch, Colonial Government and Administration. 

Wilson, The State. 

Thorpe, Charters and Constitutions. (See documents.) 

DoDD, Modern Constitutions. 

Greene, Colonial Commonwealths. 

The Federalist. Ford's edition is indexed. 

Taylor, Origin and Growth of the English Constitution. 

Campbell, Origin of American Institutions. 

Cotton, The Constitutional Decisions of John Marshall. The 
great exposition. 

Wright, The Industrial Evolution of the United States. 

Callendar, Economic History of the United States. 

Low, Psychology of the American People. A new and 
valuable English work. 

Fisher, The Evolution of the Constitution. 

Beard, American Government and Politics. The best and 
most comprehensive of the one volume books on actual 
government in the United States. 

Beard, Readings on American Government and Politics. 
Supplements and illustrates his work, above mentioned. 

43 



HISTORICAL LITERATURE IN AMERICA TO THE 
CLOSE OF THE REVOLUTIONARY WAR 

Works on Early American Literature 

Tyler, History of American Literature During tlie Colonial 
Time, 1607-1776. The classic authority. Bibliography. 

Tyler^ Literary History of the Revolution. 

Wendell, A Literary History of America. Gives an ample 
bibliography. 

Pancoast, Introduction to American Literature. 

Whitcomb, Chronological Outlines of American Literature. 

Trent, American Literature. 

Trent, Southern Writers. 

Stedman, Poets of America. 

WiNsoR, Hand-hook of the Revolution. 

Smyth, American Literature. 

Earned, History for Ready Reference. 

Granger, Index to Poetry and Recitations. For guidance 
to selections relating "to American History. 

The Speaker's Garland. A vast collection of prose and 
poetry selections suitable for recitations, etc. 

Stedman and Hutchinson, Library of American Litera- 
ture. These volumes contain selections from the best 
prose and poetry of American writers. Others are : 
Benjamin, Library of American Literature ; Spofford, 
Library of Choice Literature ; Warner, Library of the 
World's Best Literature. 

Duyckinck, Cyclopedia of American Literature. Selections 
from leading American authors, with biographical 
sketches and critical notes on the selections. 

Moulton, Library of Literary Criticism of English and Am- 
erican Authors. The only work of the kind. Invaluable 
for its criticisms of American authors and their works. 

DixsoN, Subject Index to Universal Prose Fiction. 

44 



Poems 

Barlow, Vision of Columbus (also called The Columbiad). 
Drake, A Book of New England Legends and Folk-lore in 

Prose and Poetry. 
DuNLAP, Andre. 

DuYKiNCK, Ballads of the Old French War and the Revolu- 
tion, in Cyclopedia of American Literature. 
DwiGHT, Greenfield Hill. Connecticut, 
Freneau, Poems of the Revolutionary Period. 
Longfellow, The Skeleton in Armor. Northmen. 
The Courtship of Miles Standish. 
John Endicott. 

Giles Corey. Salem Witchcraft. 
Evangeline. Acadia. 
Hiawatha. 

Hymn to the Moravian Nuns. 
Paul Revere' s Ride. (See Longfellow's com- 
plete works for other poems relating to the 
period.) 
LossiNG, Poetical Works. 
Lowell^ Columbus. 

Moore, Songs and Ballads of the American Revolution. 
Preston, Colonial Ballads and Sonnets. 
Sargent, The Loyalist Poetry of the Revolution. 
Sigourney, Pocahontas. 

Stedman, Peter Stuyvesant's New Year's Call. 
Whittier, Cobbler Keecar^s Vision. 
Passaconaivay. 

Leaves from Margaret Smith's Journal. 
Skipper Ireson's Ride. 
The Witch of Wenham. 
The King's Missive. 
The Bridal of Pennacook. 
Mogg Megone. 
The Pennsylvania Pilgrims. (Also others.) 



Note: Consult references cited under Works on Early 
American Literature for full lists of poems relating to the 
period. 



45 



Historical Novels 
AiNSWORTH, John Law. The Mississippi Bubble. 
Allen^ The Choir Invisible. Kentucky. 
Altsheler, The Sim of Saratoga. Surrender of Burgoyne. 
Atherton, The Conquerer. Alexander Hamilton. 
Austin, A Nameless Nobleman. Plymouth Colony. 

Standish of Standish. Plymouth, Massachusetts. 
Ballantyne, The Norseynen in the West. 
Bandelier, The Delight Makers. Pueblo Indians. 
Barr, The Bow of Orange Ribbon. New York. 
Barratt, In Old New York. 

Belden, Antonio,. Dutch colonists of New York. 
Bennett, Barnaby Lee. Stuyvesant and Calvert ; New York 

and Maryland. 
Bynner, Agnes Snrriage. Boston ; Marblehead. 

The Begum's Daughter. New York ; Leisler. 
Cable, Old Creole Days. Also other stories of life in Louisi- 
ana in the early period. 
Caruthers, Cavaliers of Virginia. 
Catherwood, Story of Tonty. French exploration. 

Romance of Dollard. Iroquois ; New France. 
Chambers, Ca,rdigan. Descriptive of life just before the 

American Revolution. 
Child, Boston Before the Revolution. 
Churchill, Richard Carvel. IMaryland. 
Cooke, Return. Georgia and the Savannahs. 

The Virginia Comedians. 

Fairfax, or the Master of Greenzmy Court. Shenan- 
doah Valley. 
Cooper, Mercedes of Castile. Columbus. 

The Leather-Stocking Tales. Old French Wars. 

The Deerslayer, or the First War-Path. 

The Last of the Mohicans. 

The Pathfinder, or the Inland Sea. 

The Pioneers, or the Sources of the Susquehanna. 

The Prairie. 

The Pilot. Paul Jones. 

Water Witch. 

The Spy. Washington ; the Revolution. 

Wept of the Wish-Ton-Wish. King Philip's War. 
Dix, The Making of Christopher Ferringham. Massachu- 
setts : Quaker persecutions. 
Doyle, The Refugees. France ; Canada under Louis XIV. 

46 



Eggleston, a Carolina Cavalier. 
Ford, Janice Meredith. Washington and Andre. 
Frederic, In the Valley. Battle of Oriskany. 
Goodwin, Sir Christopher. Maryland manor life. 

White Aprons. Bacon's Rebellion, Virginia. 
Haggard, Montezuma's Daughter. 
Harte, a Story of the Jerseys. 

Hawthorne, The Scarlet Letter. Plymouth Colony. 
Legends of New England. 
Mosses from an Old Manse. New England, 
colonial life. 
Holland, Bay Path. Early Connecticut. 
Holmes, Grandmother' s Story of the Battle of Bunker Hill. 
Hough, The Mississippi Bubble. 
Irving, Knickerbocker's History of New York. 
James, Ticonderoga. 
Jewett, The Tory Lover. Paul Jones. 
Johnston, Audrey. Virginia. 

Prisoners of Hope. Restroation in Virginia. 
To have and To Hold. Early Virginia. 
Kennedy, Horseshoe Robinson. South Carolina. 
King, Cadet Days. West Point, time of Arnold's treason, 
Leslie, Sa.vby. Puritans in New England and America. 
McLaws, When the Land zuas Young. Pirates. 
Mitchell, Hugh Wynne. The Revolution. 
Motley, Merry-Mount. A romance of the Massachusetts 

colony. 
Munroe, The Flamingo Feather. Huguenots in Florida. 
Paulding, The Dutchman's Fireside. 

Konigsmarke. The Swedes on the Delaware. 
Pollard, Green Mountain Boys. 

Roe, Near to Nature's Heart. Washington and Arnold. 
SiMMS, The Yeniassee. South Carolina ; Indians. 
Lily and Totem. The Huguenots, Florida. 
Vasconcelos. Florida; DeSoto. 
The Partisan. 

Mellichampe: A Legend of the Santee. 
Katherine Walton. 
The Scout. (Kinsman.) 
Woodcraft. 
The Foray ers. 

Eutaw. (All except the first three cited from this 
author are descriptive of the Revolution.) 

47 



Stevens, The Continental Dragoon. 

Philip Winwood. 
Stevenson, A Soldier of Virginia. Washington ; Braddock. 
Thackeray, The Virginians. Virginia; Washington; 

Franklin ; the Old French War. 
Thompson, The Rangers. George Rogers Clark. 

Alice of Old Vincennes. 
Thorpe, The Spoils of Empire. Montezuma. 
Thurston, Mistress Brent. Maryland. 
TiLTON, My Lady Laughter. Siege of Boston. 
Tourgee, Out of the Sunset Sea. Colurmbus. 
Wallace, The Fair God. Mexico ; time of the Conquest. 
WiLKiNS, The Adventure of Ann. Stories of Colonial Times. 
The Heart's Highivay. Virginia; Bacon's Rebel- 
lion. 



Historical novels, poems, essays and plays throw light on the 
themes they bear, but they are not often history. In this brief 
collection such aids to the reader are recognized. The list will 
be found helpful to those desiring to familiarize themselves with 
the best books pertaining to this aspect of the study of history. 

For extended lists of historical novels relating to the period 
consult : 

DixsoN, Subject Index to Universal Prose Fiction. 

Whitcomb's Chronological Outlines of American Literature, 

or Pancoast's Introduction to American Literature. 



48 



INDEX 

to the 

CONTEMPORARY REFERENCES— Bibliography 
as cited in Course 1 (topics 1-40) 

GENERAL U. S. HISTORIES 

Each of these General Histories is cited in as many topics of 
the course as it covers in a general way with measurable fulness ; 
also whenever it treats in an important manner any of the subjects 
mentioned in the syllabus of a topic. 

F American History Told by Contemporaries. 

D American Nation, The 

E Avery, History of the United States. 

H Bancroft, A History of the United States. (Revised edi- 
tion, 6 vols.) 

c Channing, a History of the United States, 1000-1760. 

B FiSKE, Discovery of America; Old Virginia and Her 
Neighbors; Dutch and Quaker Colonies; The Begin- 
nings of New England; Nezv France and Nezv England; 
The American Revolution; The Critical Period of 
American History. 

G HiLDRETH, The History of the United States. 

I McMaster, a History of the People of the United States. 
(Ref. in topics 38 and 39 only.) 

a. Winsor, Narrative and Critical History of America. 

The History of North America. Twenty Special Histories 
bearing this general title. Five volumes are used com- 
pletely as the Selected Reading for Course i. The 
Collateral History citations for the course are all from 
this collection. 

49 



SPECIAL HISTORIES 

The figures following the titles refer to the topics in which 
each work is cited. 

123. Adams, Emancipation of Massachusetts, 25-28, 30. 
122. Adams, Three Episodes of Massachusetts History, 25. 
138. Allen, Life of Jonathan Edzvards, 31. 

44. American Commonwealths (series), 9-13, 16-34, 39. 

81. American Statesmen (series) 15, 22^, 31, 33-36, 38, 39, 

2)7. Arber, Henry Hudson the Navigator, 7, 16. 

50, Ashe, History of North Carolina, 10. 
132. At WATER, History of the Colony of New Haven, 26, 2y. 

40. Baird, Huguenot Emigration, 8, 10, 19. 

161. Ballagh, Richard Henry Lee, 34, 36. 

173. Bancroft, Formation of the Constitution, 39. 
13. Bancroft, Pacific States, 4. 

162. Beard, American Government and Politics, 34, 39. 
18. Beazeley, John and Sebastian Cabot, 5. 

43. Beer, British Colonial Policy, 1754- 1765, 8, 14, 33. 

87. Beer, Origins of the British Colonial System, 18. 

91. Besse, Sufferings of the People called Quakers, 19, 20, 28. 

yy. Bogart, Economic History of the United States, 15, 23, 

3i> 32, 39- 
165. Bolton, The Private Soldier Under Washington, 35, 37. 
90. BowDEN, History of Friends in America, 19, 20. 
71. Bradley, The I^ight zvith France for North America, 14, 

^Z^ 29, 31, 32. 
35. Brodhead, History of New York, 7, 16-18, 21, 22. 
47, Brown, The First Republic in America, 9. 
21. Brown, Genesis of the United States, 5, 9. 

116. Brown, The Pilgrim Fathers, 24. 

93. Browne, George and Cecilius Calvert, Barons Baltimore 
of Baltimore, 19. 

174. Bryce, The American Coimnonwealth, 39. 

63. Butler, Kentucky from its Exploration to 1813, 13. 

117. Campbell, The Puritan in Holland, England and Amer- 

ica, 24, 25. 

50 



102. Carlyle^ Cromwell, 20. 

151. Carrington, Battles of the American Revolution, 34, 35, 

65. Carter, Great Britain and the Illinois Country, 13. 
29. Charlevoix, History of New France, 6, 11-13. 

72. Claiborne, History of Mississippi, 14. 

94. Cobb, Story of the Palatines, 19. 
64. Collins, History of Kentucky, 13. 

109. Conrad, History of Delaware, 20-22. 
169. Cooper, History of the Navy, 2,7- 

6. CoRDiER, ed., The Book of Ser Marco Polo, i. 
92. Davis, Day-Star of American Freedom, 19. 

1. DeCosta, Pre-Columbian Discovery of America by North- 

men, I. 
31. DeCosta, Verrazaano the Explorer, 6. 
167. Dewey, The Financial History of the United States, 2,^, 

39- 
119. Dexter, Congregationalism of the Last 300 Years, as 

Seen in its Literature, 24. 

66. Donaldson, The Public Domain, 13. 

16. Doyle, English Colonies in America, 5, 9, 10, 15-32. 
135. Drake, Annals of Witchcraft, 30. 

88. Egerton, Short History of British Colonial Policy, 18, 21, 
29. 

105. Egle, History of Pennsylvania, 20, 21. 

39. Fairbanks, Florida, its History and its Romance, 8, 12. 

95. Faust, German Element in the United States, 19. 

134. Felt, Ecclesiastical History of New England, 28, 32. 

2. Fischer, Discoveries of the Northmen, 1. 
107. Fisher, History of Pennsylvania, 20, 22. 

106. Fisher, The Making of Pennsylvania, 20. 

75. Fisher, Men, Women and Manners in Colonial Times, 

15, 2Z, 31. 
no. Fisher, New Jersey as a Royal Province, 22. 

146. Fisher, The Struggle for American Independence, 33, 

34, 36, 39- 
159. Flick, Loyalism in New York, 34. 
158. Ford, The True George Washington, 34. 

147. Foster, A Century of American Diplomacy, 33, 34, 36, 

38, 39- 
III. Franklin, Autobiography, 23, 31. 

152. Friedenwald, The Declaration of Independence, 34. 
80. Frothingham, Rise of the Republic, 15, 23, 31-36. 

51 



130. Fry, New Hampshire as a Royal Province, 26-28, 30. 

55. Gayarre, History of Louisiana, 11, 12, 14. 
120. GooDWiN_, The Pilgrim Republic, 24. 

38. Greeley, Handbook of Polar Discovery, 7. 

86. Green, History of the English People, 17, 18, 20, 21, 23, 

24, 28, ZZ- 
79. Green, The Provincial Governor, 15, 23, 31, 32. 
128. Greene, History of Rhode Island, 26-28. 
133. Hallo well, Quaker Invasion of Massachusetts, 27. 
42. Hamilton, Colonial Mobile, 8, 11, 12, 15. 
19. Handbook of American Indians, 5-9, 11, 13, 14, 16. 
18, 24, 26, 28, 36. 
148. Harding, Select Orations Illustrating American Political 
History, 2,Z, 34, 38. 
17. Harrisse, lohn Cabot the Discoverer of America, 5. 
II. Helps, Spanish Conquest of America, 3, 4, 8. 
61. Hinsdale, The Old Northivest, 13, 14, 39. 
58. HoucK, History of Missouri, 12, 13. 
99. Hughes, History of the Society of Jesus in North Amer- 
ica, 19. 
57. HuLBERT, Historic Highways of America, 12-14. 
115. Hutchinson, History of Massachusetts, 24-31. 

8. Irving, Life and Voyages of Cohimbus, 2, 3. 
157. Irving, Washington, 34-36, 38. 
104. Janney, Life of Penn, 20-22. 

83. Johnson, Swedish Settlements on the Delaware, 16. 
53. Jones, History of Georgia, 10. 

56. King, Bienville, 11. 

T^2)- KiNGSFORD, History of Canada, 6^ 14, 21-23, 29-31. 
69, Kirk, Vanguard of the Revolution, 13. 
175. Landon, The Constitutional History and Government of 
the United States, 39. 
y6. Lecky, England in the Eighteenth Century, 15, 23, 31-38. 
85. Lee, History of Nerv Jersey, 17, 20, 22. 
26. Le Sueur, Comit Frontenac, 6. 

84. Levermore, The Republic of New Haven, 16, 17, 26. 
45. Lodge, English Colonies, 9, 10, 14-32. 

164. Lodge, History of the American Revolution, 35-38. 
141. Lossing, Field-Book of the Revolution, 32, 34-38. 
163. Lowell, The Hessians in the Revolution, 35, 36. 

y2,. Lowry and McCardle, History 6f Mississippi, 14. 
103. Macaulay, History of England, 20, 21, 29. 
171. Maclay, History of the United States Navy, 37, 
139. Mahon, History of England, 32-34. 

52 



3- Major, Prince Henry the Navigator, i. 

10. Markham, Columbus, 2, 3. 

52. McCrady, History of South Carolina, 10, 12. 
160. McCrady, South Carolina in the Revolution, 34, 35, ^"/^ 38. 
113. McMaster, Franklin, 2^. 

96. McSherry, History of Maryland, 19, 21, 22. 
loi. Mellick, Story of an Old Farm, 20, 22. 

121. Merriam, American Political Theories, 24, 32-34. 

49. Moore, History of North Carolina, 10. 
153. Morgan, The True Patrick Henry, 34. 

41. Moses, Establishment of Spanish Rule in America, 8. 

^6. O'Callaghan, New Netherland, 7. 16-18. 
5. Original Narratives (series), i-ii, 14-16, 18-21, 23-27, 

30- 

15. Osgood, The American Colonies in the Seventeenth Cen- 
tury, 5, 9, 10, 16-21, 24-30. 

89. Palfrey, History of New England, 18, 20, 21, 23-31. 

62. Parkman, The Conspiracy Of Pontiac, 13. 

25, Parkman, Frontenac and Nezv France, 6, 18, 21, 29. 

70. Parkman, A Half -Century of Conflict, 14, 23, 29, 31. 

2)2. Parkman, The Jesuits in North America, 6, 11. 

24. Parkman, LaSalle and the Discovery of the West, 6, 11, 

13- 

74. Parkman, Montcalm and Wolfe, 14, 2^, 31. 
54. Parkman, The Old Regime in Canada, 11, 12. 
2^. Parkman, Pioneers of France in the New World, 6, 8, 11. 
112. Parton, Franklin, 2;^, 31, 39. 

155. Parton, Thomas Jeiferson, 34, 37. 

170. Paullin, The Navy of the Revolution, 37. 
168. Perkins, France in the American Revolution, 36, 38. 
14. Prescott, Conquest of Mexico, 4. 
7. Prescott, Ferdinand and Isabella, 2, 8. 

143. Ramsey, The American Revolution, 33, 34, 36, 37. 
34. Read, Henry Hudson, 7, 16. 

129. Richman, History of Rhode Island, 26-28, 
67. Roosevelt, The Winning of the West, 13, 32, 36, 37. 

156. Rowland, George Mason, 34. 

98. Russell, Maryland, the Land of Sanctuary, 19, 22. 

144. Sabine, American Loyalists, ZZ^ 34- 
20. St. John, Life of Raleigh, 5. 

97. ScHARF, History of Maryland, 19, 21, 22. 
166. Schuyler, American Diplomacy, 36. 38. 

108. Sharpless, Quaker Government in Pennsylvania, 20. 

53 



28. Shea, Early Voyages Up and Down the Mississippi, 6, 

II, 13. . 

27. Shea, Exploration of the Mississippi Valley, 6, 11, 13. 
114. Sloane, The French War and the Revolution, 2^, 31-35. 

51. Smith, South Carolina as a Royal Prov^ince, 10. 

46. Smith, Wm-ks of Capt. John Smith, 9. 

22. Stephens, Jacques Carticr and his Four Voyages, 6. 
176. Stephens, The War Between the States, 39. 

125. Straus, Roger Williams, the Pioneer of Religions Lib- 

erty, 25, 26. 
172. Sumner, The Finances and the Financier of the Revolu- 
tion, 39. 
100. Tanner, The Proznnce of New Jersey, 20-22. 
9. Thatcher, Columbus, 2 ,3. 
48. Thorpe, Constitutional History of the United States, 9, 

10, 15, 18, 20, 25-27, 33, 34, 39. 
12. Trail Makers (series), 4, 6, 11, 18. 
140. Trevelyan, The American Revolution, 32-39. 
127. Trumbull, History of Connecticut, 26-28. 
^2. Tuckerman, Peter Stuyvesant, 16, 18. 
145. Tudor, Life of James Otis, ZZ^ 34. 
68. Turner, The Significance of the Frontier in American 
History, 13. 

126. TwiCHELL, John Winthrop, 25. 

78. Tyler, History of American Literature During the Colo- 
nial Time, 15, 23, 31, 32. 

149. Tyler, Literary History of the American Revolution, 

33-35, 38. . . 

150. Van Tyne, The Loyalist in the American Revolution, 34, 

38. 
131. Varney, History of Maine, 26-28, 30, 31. 
124. Walker, Life of Thomas Hooker, 25, 26. 
118. Weeden, Economic and Social History of New England, 

24, 26-28, 30, 31, 39. 
137. Wells, Samuel Adams, 31, 33, 34. 
136. Wendell, Cotton Mather, 30. 
30. WiNSOR, Cartier to Frontenac, 6, 11. 
4. WiNSOR, Columbus, 1-3, 7. 
142. WiNSOR, Handbook of the Revolution 32, 34-37. 

59. WiNSOR, The Mississippi Basin, 12, 14, 23, 31. 

60. WiNSOR. The Westward Movement, 13, 36. 
154. Wirt, Patrick Henry, 34. 

54 



SUPPLEMENTAL REFERENCES 

The figures following the titles refer to the topics in which 
each work is cited. 

Adams, Familiar Letters During the Revolution, 34, 36, ^y. 

Adams, Studies Military and Diplomatic, 35. 

Adams, John, Works, 33, 2)^. 

Alabama Historical Society, Collections, 11. 

Alvord, The British Ministry and the Treaty of Fort Stan- 
wix, 13. 

Alvord, Cahokia Records, 36. 

Alvord and Bidgood, The Exploration of the Trans-Alle- 
ghany Region by the Virginians, 9. 

American Colonial Tracts, 9. 

American Historical Reviczv, 34, 36, yj. 

American History Leaflets, i, 2. 

Ames, Works of Fisher Ames, 37. 

Anderson, America Not Discovered by Columbus, 1. 

Anderson, History of the Colonial Church, 15, 22^, 31. 

Andros, Tracts, 25-29. 

Arnold, History of Rhode Island and the Providence Plan- 
tations, 26-29. 

Asher, Henry Hudson, 7. 

Bandelier, Historical Introduction and Final Report, 4. 

Beazeley, Prince Henry the Navigator, 1. 

Beazeley, Dawn of Modern Geography, i. 

Beer, Commercial Policy of England toward the American 
Colonies, 15, 2t„ 31, 33. 

Bernheim, German Settlement in North and South Caro- 
lina, 10. 

BiGGAR, Early Trading Companies of New France, 6. 

BiGGAR, Voyages of the Cabots and Cortereals, 5. 

Blackmar, Spanish Institutions of the Southwest, 4, 8. 

Bouquet Papers, 8. 

Bourne, Narratives of Hernando de Soto, 4. 

Bradford, Colonial Laws of Massachusetts, 26-29. 

55 



Brown, The Northwest Passage, 7. 
Brown, Political Beginnings of Kentucky, 13. 
Bruce, Economic History of Virginia in the Seventeenth 
Century, 9. 

Bruce, Institutional History of Virginia in the Seventeenth 
Century, 9. 

Bryant and Gay (Scribners), A Popular History of the 

United States, 1-4, 6-10, 14-31, 33, 34, 36-39. 
Bullock, Finances of the United States, 39. 
Burnaby, Travels in 1759 and 1760, 23. 
BuRK, History of Virginia, 9. 
Burke, Essay on Conciliation, 34. 
Burke, Works, S3- 
Byrd, Running the Virginia Line, 9. 
Cable, Creoles of Louisiana, 11. 
Cambridge Modern History, i, 11, 32. 
Campbell, History of the Colony and Ancient Dominions of 

Virginia, 9. 
Carroll, Historical Collections of South Carolina, 10. 
Chalmers, Introduction to the History of the Revolt of the 

American Colonies, 32. 
Chalmers, Political Annals of the Present United Colonies, 

28. 
Chanler, Criminal Trials, 28. 
Chapman, The French in the Alleghany Valley, 14. 
Chittenden, The Fur Trade, 12, 13. 
Church, King Philip's War, 28. 
Claiborne, Mississippi as a Province, 11. 
Clarke, The Puritan Controversy in Maryland, 19. 
Colonial Records of North Carolina, 10. 
Columbus, Ferdinand, Life of Columbus, 2, 3. 
Commons et. al., eds., Documentarv History of American 

Industrial Society, 15, 23, 31. 
Connecticut Historical Society, Collections, 26-29. 
Corbett, Sir Francis Drake, 5. 
Cortes, Dispatches to Charles V, 4. 
Curtis, Constitutional History of the United States, 18, 20, 

25-29,. 33. 34, 36, 37,. 39- 
DeRoo, History of America Before Columbus, i. 
Dickinson, Letters of a Farmer, 33. 
Dickinson, John, Political Writings, 39. 
Documents Relating to the Colonial History of the State of 

New York, 7, 16-18, 21. 

56 



Douglas, Old France in the New World, 29. 

Duke of York's Book of Laws, 16, 18, 20. 

Edwards, Life of Sir Walter Raleigh, 5. 

Epochs of American History, 9, 10, 14, 15, 22), 24, 31-33. 

ExQUEMELiN, History of' the Buccaneers of America, 30. 

Fairbanks, St. Augustine, 8. 

Ferris, Original Settlements on the Delaware, 16, 17. 

Force, American Archives, 34, 36, 2>7- 

Force, Tracts, 9, 10, 19, 22. 

Ford, Writings Descriptive of the Discovery and Occupa- 
tion of the New World, 3. 

Fortier, History of Louisiana, 11, 12, 14. 

Franklin, Works, 23, 34, 36-38, 39. 

French, Historical Collections of Louisiana and Florida, 8, 
II, 12, 

Frothingham, History of the Siege of Boston, 34, 35. 

Froude, English Seamen in the Seventeenth Century, 5. 

Gannett, Boundaries of the United States and of the Seve- 
ral States and Territories, 39. 

Gilpin, The Madison Papers, 36. 

GoocH, Annals of Politics and Culture, 32. 

Graham, Mecklenburg Declaration of Independence, 34. 

Green, The Spanish Conspiracy, 13. 

Greene, German Element in the Revolutionary War, 36. 

Greene, Nathanael Greene, 37. 

Guillemard, Life of Ferdinand Magellan, 4. 

Hakluyt, Divers Voyages, 6, 8. 

Hakluyt, Principall Navigations, Voiages and Discoveries 
of the English Nation, 5, 9. 

Hale, Fall of the Stuarts, 9. 

Hale, Franklin in France, 36. 

Haldimand Papers, 8. 

Hamilton, Writings, 39. 

Haring, The Buccaneers in the West Indies in the Seven- 
teenth Century, 30. 

Harrisse, Discovery of North America, 5. 

Hawks, History of North Carolina, 10. 

Haywood, Civd and Political History of Tennessee, 13. 

Hazard, Annals, 20. 

Hazard, History of Pennsylvania, 19. 

Hazard, Reports of Pennsylvania, 20-22. 

Hening, Statutes, 9. 

Henry, Life and Speeches of Patrick Henry, 33. 

57 



HiNMAN, Blue Laws of New Haven Colony, 26-29. 

Historical Sketches of North Carolina, 10. 

Historical Society of Pennsylvania, Memoirs, 20, 22. 

HosMER^ Life of Hutchinson, 31. 

HosMER, Life of Young Sir Henry Vane, 25. 

Howard, Introduction to Local Constitutional History, 15, 

23, 31- 
Howell, State Trials, 22. 
Hunt, Life of Madison, 39. 
Hutchinson, The Diary and Letters of His Excellency, 

Thomas Hutchinson, 36. 
Hutchinson Papers, 25. 

Irving, History of DeSoto's Conquest of Florida, 4, 8. 
Izard, Ralph, Correspondence, 36. 
Jameson, The Constitutional Convention, 39. 
Jameson, Willeni Usselinx, 16. 
Janvier, Dutch Founding of New York, 7. 
Jefferson, Writings, 33, 34, 36-39. 
Jen NESS, Transcripts, 26-29. 
Johns Hopkins University Studies, 19, 25, 26-30. 
Johnson, The Foundation of Maryland, 19. 
Johnston, Correspondence and Public Papers of John Jay, 

2,7- 
Journal of Jacob Fithian, 15. 

Journals and Secret Journals of Congress, 34, 36-39. 
King, DeSoio and his Men in the Land of Florida, 4, 8. 
Kingsbury, ed., Records of the Virginia Company, 9. 
KiTSON, Captain James Cook, the Circumnavigator, 7. 
Kohl, Popular History of the Discovery of America, 7. 
Lalor, Cyclopaedia of Political Science, etc., 15, 23, 31, 33. 

34, 36, 2>7, 39- 

Lee, Memoirs of the Revolutionary War in the Southern 
Department, 35, Z7> 3^. 

Lester, Life and Voyages of Americus Vespucius, 4. 

Lodge, The Works of Alexander Hamilton, 38. 

Lowell, Eve of the French Revolution, 11. 

Lower Y, Spanish Settlement, 8. 

LuMMis, Spanish Pioneers, 4, 8, 

Lyman, Diplomacy of the United States, 34, 36, 37. 

MacDonald, Select Charters and Other Documents Illus- 
trative of American History, 20, 24. 

Madison, Letters and Other Writings, 36. 

Magazine of American History, 34, ;36, 37. 

Maine Historical Society, Collections, 26-29. 

58 



MajoRj Select Letters of Columbus, 3. 

Markham_, The Hawkins' Voyages (Hakluyt Society), 5, 9. 

Markham, Letters of Amerigo Vespucci, 4. 

Marshall, Life of Washington, 37. 

Martyr_, Decades, 4. 

Maryland Archives, ig, 21,22. 

Maryland Historical Society, Publications, 19, 21, 22. 

Massachusetts Historical Society, Collections, Proceedings, 

24-29. 
McClung, Sketches of Western Adventure, 14. 
McKiNLEY, Suffrage Franchise in the Thirteen Colonies, 9, 

10, 15, 17, 18, 20, 23, 26-29, 31, 39. 
McMahon, History of Maryland, 19. 
McMaster, Life of Franklin, 39. 
Mereness, Maryland as a Proprietary Colony, 19, 22. 
Mississippi Historical Society, Collections, 11. 
MoNETTE, History of the Mississippi Valley, 13. 
Morey, First State Constitutions, 39. 
Murphy, Henry Hudson in Holland, 7. 
Neal, History of the Puritans, 24. 
Neill, English Colonisation in America, 9, 16, 17. 
Neill, The Founders of Maryland, 19. 
Neill, Virginia Vetusta, 9. 
Neill, The Virginia Company of London, 9. 
Neill, Virginia Vetusta, 9. 

New England Historic-Genealogical Society, Publications, 24. 
New Hampshire Historical Society, Collections, 26-29. 
Nezv Hampshire Provincial and State Papers, 26-29. 
New Haven Historical Society, Papers, 26-29. 
Nezv Jersey Archives, 17, 20-22. 
New Jersey Historical Society, Collections, 20-22. 
New York Historical Society, Collections, 7, 16, 18, 21, 22. 
O'Callaghan, Documentary History of New York, 17. 
Old South Leaflets, i, 2, 5, "6, 24, 26-29. 
Otis, tr., Voyages of Samuel de Champlain, 6. 
Paine, Writings, 34. 
Payne, Voyages of the Elizabethan Seamen to America, 5, 

7- ' 
Pennsylvania Magazine of History and Biography, 20-22, 

34, 36, 37- 
Perkins, France Under the Regency, it. 
Pickering, Life of Timothy Pickering, 37. 
Poore, Ben Perley, Constitutions and Charters, 9. 

59 



Pope, Jacques Cartier, His Life and Voyages, 6. 

Proud, History of Pennsylvania, 20, 22. 

PuRCHAS, His Pilgrimage, 5, 9. 

QuARiTCH, First Four Voyages of Amerigo Vespucius, 4. 

QuARiTCH, Letters of Vespucius, 4. 

Randall, Life of Jefferson, yj- 

Randolph, Edward, 25, 27, 28, 29. 

Records of Massachusetts Bay, 25, 27, 28. 

Records of Plymouth, 24-28. 

Reeves, Finding of Wineland the Good, i. 

Rhode Island Historical Society, Collections, Proceedings, 
Publications, 26-29. 

RoYCE, Indian Land Cessions, 14. 

Santarem, Researches Respecting Americus Vespucius and 
his Voyages, 4. 

Scharf, History of Saint Louis, 12. 

Shepherd, History of Proprietary Government in Pennsyl- 
vania, 20. 

Slafter, Sir Humphrey Gylbcrte, 5. 

Smith, History of the Colony of Nova Caesaria, or Neiu Jer- 
sey, ly, 20. 

Smith, Our Struggle for the Fourteenth Colony, 34, 35. 

South Carolina Historical Society, Collections, 10. 

South (the) in the Building of the Nation, 8-15, 19, 21-23. 
32, 34, 36, 37-39. 

Southern Historical Magazine, 34, 36, 2,7- 

Southey, British Seamen, 5. 

Sparks, Correspondence of the American Revolution, Being 
Letters of Eminent Men to George Washington, 34, 36, 

37. 

Sparks, Life of Washington, 37. 
Stanley, The First Voyage Around the World, 4. 
Stedman and Hutchinson, Library of American Litera- 
ture, 15, 23, 31. 
Stevens, History of Georgia, 10. 
Stille, Life and Times of John Dickinson, 33, 39. 
Stith, History of Virginia, 9. 

Stone, Border Wars of the American Revolution, 36. 
Stone, Life and Times of Joseph Brant, 36. 
Stone, Life of Sir William Johnson, 14. 
Storm, Studies on the Vinland Voyages, i. 
Strachey, Historic of Trovaile into Virginia, 5, 9. 
'Stryker, Battles of Trenton and Princeton, 35. 

60 



Tarbox, Sir Walter Raleigh and his Colony in America, 5. 

Thorpe, Federal and State Charters and Constitutions, etc., 
9, 10, 16, 18, 21, 24-29, ^^, 34, 36, ^y, 39. 

Thwaites, Daniel Boone, 13. 

Thwaites, The Jesuit Relations, 6. 

Thwaites and Kellogg, The Revolution on the Upper 
Ohio, 36. 

Tower, Lafayette in the American Revolution, ^6. 

Traill, Life of Sir John Franklin, 7. 

Treaties and Conventions of the United States, 36, 38. 

Tyler, Cradle of the Republic, 9. 

Upham, Life of Pickering, ;^y. 

Upham, Salem Witchcraft, 30. 

Vancouver, Voyage of Discovery to the Pacific Ocean, 7. 

ViGNAUD, Toscanelli and Colmnhus, 2. 

Virginia Historical Register, 9. 

Virginia Historical Society, Collections, 9. 

Virginia Magazine of History and Biography, 9. 

VON Holst, a Constitutional and Political History of the 
United States, 14, 23, 31, 34, 36, 37, 39. 

Wallace, Illinois and Louisiana Under French Ride, 11, 12. 

Washington, Writings, 34, 36-39. 

Weare, Cabot's Discovery of North America, 5. 

Webster, Noah, Essays and Fugitive Writings, 37. 

Weston, Documents Connected with the History of South 
Carolina, 10. 

Wharton, Digest of International Lazv, 36. 

Wharton, The Revolutionary and Diplomatic Correspond- 
ence of the United States, 38. 

Whitney, Government in the Colony of South Carolina, 10. 

Williams, History of Vermont, 31. 

Williamson, History of Maine, 26-29. 

Wilson, A History of the American People, 3, 32, 39. 



61 



THE INDIANS, OUR NEIGHBOR-NATIONS 
AND ISLAND POSSESSIONS 

THE NEXT COURSE (nO. 2) PRESENTS 

THE INDEPENDENT SUBJECTS BELONGING TO AMERICAN HISTORY 

WHICH ARE ESSENTIALLY CONNECTED WITH THE HISTORY OF 

THE UNITED STATES. 

Given Under the Following General Subjects: 
PREHISTORIC NORTH AMERICA. Period: 100-1492. 
THE INDIANS IN HISTORIC TIMES.- Period: 1492-1904. 
MEXICO AND CENTRAL AMERICA. Period: 500-1908. 
CANADA. Period: 1497-1906. 

OUR ISLAND POSSESSI9NS. Period: 600-1908. 

Course No. 2 begins with the prehistoric era in America. 
The general interest in this absorbing smbject is constantly in- 
creasing. The treatment is scientific in character and presents 
an accurate history of the culture and migrations of the In- 
dians for fourteen centuries prior to the landfall of Columbus. 
This is followed by the history of the Indians as a race and in 
contact with the white man. The history of the different tribes 
inhabiting North America, from the time of Columbus to the 
present, is given. 

Course No. 2 also gives the history of Mexico, Central 
America and Canada. For over 200 years, or more than half the 
whole period of American History, the region at the South was 
under the dominion of Spain, and was included with the present 
southern and far-western portions of the United States as one 
land, known as New Spain ; while at the North, the American 
possessions of France (New France) included with Canada, as 
one land, the vast domain lying beyond the Alleghanies and 
extending southward to the Gulf of Mexico. The history of Can- 
ada, Mexico and Central America is, therefore, essentially 
linked with the history of the territory now embraced in the 
United States, and must necessarily be acquired by the reader 
who would know American History in its fulness and in its 
proper relations. The interest is enhanced by bringing the his- 
tory of Canada and of Mexico and Central America down to the 
present time. Course No. 2 concludes with the history of the 
Insular Possessions of the United States. 

American History as generally given is confined almost 
wholly to the occupancy by the white race (English mainly) of 
the territory embraced within the present bounds of the United 
States. By including this course vith the three other courses, 
these courses in American History and Institutions are made of 
surpassing interest and importance, and, in thoroughness and 
wideness of scope, are quite bevond the extent of the usual college 
course. The course splendidly prepares the reader for the 
later history of the United States and the development of Ameri- 
can Institutions. 



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